Foundations, description and analysis of the situational questionnaire of strategies and goals for school conflicts resolution
DOI:
https://doi.org/10.7179/PSRI_2021.37.05Keywords:
evaluation, conflict resolution, strategies, goals, school, pupils, teachersAbstract
The objective of this article is to offer an instrument to evaluate the resolution strategies used and the goals set by students and teachers in school conflicts. A situational questionnaire was chosen because it connects with the real experiences of both groups and facilitates the design of programs for the positive resolution of conflicts based on the needs detected. The instrument (in both versions for students and teachers) is made up of six types of school conflicts presented in hypothetical situations, adapted in each version. In each situation the frequency on eight conflict resolution strategies is requested (negotiation, mediation, persuasion, adaptation with understanding, affirmation of power, violence, evasion and acceptance with submission) and the degree of agreement with seven goals (relational, behaviour change, rules fulfilment, academic value, compensation, avoidance and punishment). Regarding the statistical analyses, before carrying out the exploratory factor analysis (EFA), the databases from the responses of 1143 ESO students and 166 from their teachers to their respective versions of the questionnaire, were explored confirming their adequacy. The factor analyses identified in both versions three factors of strategies (integrating, dominating and avoiding discomfort) and two factors of goals (long and short term). In addition, various data validity and reliability analyses were carried out, obtaining adequate values. Therefore, an accurate, realistic and sensitive instrument is provided to assess conflict management, both in students and teachers, supplying guides to design an intervention adjusted to needs of both groups and the school itself.
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