DEVELOPMENT OF CONFLICT RESOLUTION COMPETENCE AMONG TEACHERS

Abstract

New social challenges, peculiar features of organizing the modern educational space, conditions of implementing educational services determine the demand for conflict resolution knowledge and skills among teachers in modern schools. An important place is taken by understanding the conditions for the formation and improvement of conflict resolution knowledge and skills. The study aims to investigate the problem of developing conflict resolution competence among school teachers in the pedagogical team. The authors analyze the main aspects, determine the importance of conflict resolution knowledge for the staff of an educational institution, and identify the problems in its formation and development in a particular educational institution. The study used a survey, in-depth interviews, and document analysis. This combination of methods enabled to determine how much this competence is in demand among gymnasium teachers, whether there is a need to improve their conflict resolution knowledge and skills, and whether all the conditions for this have been created. The study was conducted at the Municipal Budgetary General Education School No. 80. The study showed that teachers have a need not only for organizing information support within conflict resolution competence but also for the implementation of mentoring practice carried out by experienced gymnasium teachers. The authors revealed a high degree of readiness of teachers to improve their knowledge in conflict prevention, diagnosis, regulation, and resolution. The novelty of this study is that the main focus was not only on assessing the level of teachers' competence, but also on identifying problems related to the development of teachers' conflict resolution competence. The results allowed to develop a system of recommendations for the gymnasium management on implementing measures aimed at further developing teachers' conflict resolution competence.