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PREVENTION OF CONFLICTS AMONG TEACHING STAFF
G. K. Komilova
Prevention of pedagogical conflicts among teaching staff is considered in the article. This prevention is based on integration of theoretical knowledge and practical skills about the teacher's behavior in conflict situations, as well as knowledge about reasons of conflict origin and ways of solving conflict.
Key words: prevention, pedagogical conflict, teaching staff.
A qualitatively new stage is observed in the development of contemporary pedagogics at present. The problem of renewing the present education system is connected with a change of the educational paradigm aimed at the humanization of pedagogical science and school practice. However, as a contemporary educator changes to new methods of upbringing and teaching, he or she must understand the value of pedagogical ideas and experience accumulated in the past.
Conflicts are characteristic of any spheres of human life. They are an integral part of human relationships, and therefore have existed as long as human beings. Contemporary science views conflicts as an inevitable phenomenon of social life resulting from the properties of human nature. The goal of the humanistic trend in pedagogy is, first and foremost, to extirpate authoritarian forms of communication and to seek ways of forming relationships on the basis of cooperation. Studying conflicts is of paramount importance for pedagogy. An educator must create a favorable, amiable atmosphere in his or her team. Today, science has accumulated a significant amount of knowledge that makes it possible to study the problem of conflict in various aspects.
Conflict has become the dominant element of social relationships. It is present in both explicit and latent forms. It transfuses the tissue of interpersonal relationships in teaching staff. Conflicts are present even where there is cooperation and agreement [1]. Therefore, the main point is not about returning to a conflict-free state, but about learning how to live with a conflict, being aware of its stimulating action in the cases when it develops within certain limits, and understanding its destructive nature when it outgrows those limits [5].
The peculiarity of conflicts between teachers is connected to a great extent with the fact that teaching staff is predominantly female. In the context of female domination in teaching staff, emotions play a considerable role in opinions and actions. That is why contradictions arise not only on a personal level, but in the process of joint educational activities as well.
The control, prevention and solutions of conflict situations in the educational system are possible if the staff is ready to discuss the exiting situation thoroughly, and if an atmosphere of mutual trust has been created and joint activity is aimed at solving problems, transforming conflicts from destructive to constructive ones.
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Translated from Russian by Znanije Central Translastions Bureas
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