Abstract:

The aim of this study is to identify the topics in which primary school teachers experience conflict, the parties in which they experience conflict, the causes of the conflict, the possible consequences and the strategies they use to manage the conflict. The research is designed as a karma method. The parallel pattern is preferred from the karma methods. In the 2018-2019 educational year, the work was carried out with the primary school teachers who worked in the Kilis province center. The study included 25 qualifications and 264 primary school teachers. Qualitative data was analyzed using content and visual analysis. In the analysis of the quantity data, the arithmetic average is calculated. The analysis of the study found that teachers mostly experienced conflicts with school managers, guardians and teachers, usually experienced conflicts on the functioning of the institution, management, students and personal relationships. The causes of conflicts in schools are injustice, uncommunications, pressure, the lack of attention to ideas, personality characteristics, the lack of physical needs, etc. The conclusion has been that the conflict will have a negative impact on both teachers and schools, such as work breakdown, rumors, communication obstacles, grouping, discomfort, uncertainty. Teachers have found that the most of the conflict management strategies are integration, agreement and compliance strategies.

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