Teachers' conflict management styles: The role of attachment styles and classroom management efficacy

Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CME...

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Bibliographic Details
Published in:Journal of school psychology 2006-04, Vol.44 (2), p.105-121
Main Authors: Morris-Rothschild, Britta K., Brassard, Marla R.
Format: Article
Language:English
Subjects:
Attachment Behavior
Attachment styles
Classroom Environment
Classroom Techniques
Conflict
Faculty Development
Questionnaires
Self-reported classroom management efficacy (CMEFF)
Teacher development
Teachers' conflict
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Summary:Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance, anxiety) were predicted to endorse use of positive classroom management strategies (e.g., integrating, compromising) more than insecure teachers and those low in CMEFF. Teachers ( N = 283) from eleven schools (seven elementary), largely female and white, responded to a questionnaire in their boxes (29.4% response rate). School and teacher demographic variables were included in a multivariate regression after preliminary analysis suggested that ignoring the multilevel structure of the data made little difference in results; school variances were small compared with teacher variances. CMEFF and years teaching had positive, significant effects on use of integrating and compromising strategies, while avoidance had negative effects on both and anxiety on integrating strategies. Implications for teacher development are discussed.
ISSN:0022-4405
1873-3506
DOI:10.1016/j.jsp.2006.01.004