Abstract:

This study aims to examine the conflict management strategies of high school administrators and teachers' mobbing perceptions in terms of gender, marital status, seniority, and school size and to determine whether there is a relationship between them. The research is a descriptive study of the relational screening model. The universe of the research consists of 886 teachers working in official high schools in the Bolu Central district in the 2020-2021 academic year. "Organizational Conflict Management Strategies Scale" and "Mobbing Scale in Schools" were used as data collection tools. The research universe was reached online and 372 returned scales were included in the evaluation. Research data were analyzed using SPSS 23.0 program. Since the data did not show normal distribution, Mann Whitney U, Kruskal Wallis H, and Spearman Rho correlation tests, which are non-parametric analysis techniques, were applied. Teachers stated that the overall scale of conflict management strategies of their managers is used frequently in the sub-dimensions of reconciliation, integration, and avoidance; and they think that these strategies are used occasionally in the sub-dimensions of compromising and dominating. Teachers' views on conflict management strategies used by administrators differ according to the variables of gender, marital status, seniority, and school size. Teachers perceive very low levels of mobbing in the general and sub-dimensions of the mobbing scale. While there is no difference between the views of teachers on mobbing according to the variable of seniority, their views differ according to the variables of gender, marital status, and the size of the school. There is a moderately negative relationship between school administrators' conflict management strategies and teachers' mobbing perceptions in general scale and sub-dimensions.

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