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Teachers' use of conflict management...

Morris-Rothschild, Britta Kathleen.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' use of conflict management styles: The role of attachment and efficacy./
作者:	Morris-Rothschild, Britta Kathleen.
面頁冊數:	135 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: B, page: 1943.
Contained By:	Dissertation Abstracts International64-04B.
標題:	Psychology, Social. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3088391

Teachers' use of conflict management styles: The role of attachment and efficacy.
Morris-Rothschild, Britta Kathleen.

Teachers' use of conflict management styles: The role of attachment and efficacy. - 135 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: B, page: 1943.

Thesis (Ph.D.)--Columbia University, 2003.

Despite the importance of constructive conflict management strategies in the maintenance of a positive classroom environment, few studies have examined the intrapersonal variables that are associated with specific conflict management strategies, and none have studied the role of attachment styles and classroom management efficacy in predicting teachers' use of conflict management styles. The present study hypothesized that teachers with secure attachment styles, who have a positive view of themselves and others, would endorse constructive conflict management styles such as integrating and compromising more than insecure teachers who are characterized by a negative view of self, others, or both. Teachers' classroom management efficacy was predicted to mediate the relationship between teachers' attachment styles and conflict management styles.Subjects--Topical Terms:

529430
Psychology, Social.

Teachers' use of conflict management styles: The role of attachment and efficacy.
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245 1 0 $a Teachers' use of conflict management styles: The role of attachment and efficacy.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: B, page: 1943.
500 $a Sponsor: Marla R. Brassard.
502 $a Thesis (Ph.D.)--Columbia University, 2003.
520 $a Despite the importance of constructive conflict management strategies in the maintenance of a positive classroom environment, few studies have examined the intrapersonal variables that are associated with specific conflict management strategies, and none have studied the role of attachment styles and classroom management efficacy in predicting teachers' use of conflict management styles. The present study hypothesized that teachers with secure attachment styles, who have a positive view of themselves and others, would endorse constructive conflict management styles such as integrating and compromising more than insecure teachers who are characterized by a negative view of self, others, or both. Teachers' classroom management efficacy was predicted to mediate the relationship between teachers' attachment styles and conflict management styles.
520 $a The sample consisted of 283 elementary and secondary teachers who voluntarily completed an anonymous teacher questionnaire. More than three quarters of the sample (79.5%) was female and 97.8% of the subjects were white. For the total sample, 32% of the teachers were classified as securely attached, 21% were categorized as fearful, 10% as preoccupied and 37% as dismissing. Results indicated that securely attached teachers were more likely to use the integrating conflict management style than teachers with a fearful attachment style. When attachment style was analyzed according to the anxiety and avoidance dimensions, it was found that increased anxiety predicted a decreased sense of classroom management efficacy and decreased use of the integrating conflict management style, whereas increased avoidance predicted a decreased use of the obliging conflict management style. Findings showed that although classroom management efficacy did not serve as a mediator, it was the strongest independent predictor of conflict management styles, particularly with respect to the integrating style of conflict management.
520 $a Teachers with 4–15 years of experience were less likely to endorse the obliging style of conflict management than teachers with 0–3 and 16+ years of experience and teachers who had some training in conflict management were less likely to avoid dealing with conflicts. Gender was found to be associated with the dominating conflict management style. Specifically, male teachers were found to endorse the dominating style.
520 $a The results of this study serve to validate and extend previous research and can also be used to assist teachers by increasing their self-awareness of attachment styles, classroom management efficacy and their impact on conflict management styles.
590 $a School code: 0054.
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790 $a 0054
791 $a Ph.D.
792 $a 2003
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