Teachers’ Coping Mechanisms in Confronting School-Based Conflicts: A Grounded Theory | ||||
| International Journal of Instructional Technology and Educational Studies | ||||
| Article 4, Volume 2, Issue 2, April 2021, Page 19-24 PDF (1.06 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ihites.2021.90067.1047 | ||||
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| Author | ||||
ALVIN IGNAO  
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| San Sebastian College-Recoletos de Cavite ,Philippines | ||||
| Abstract | ||||
| Based on the personal lived-experiences of teachers, the research was set out to describe their views on school-based conflicts, the causal conditions behind them, their reactions and coping approaches in dealing with this phenomenon. This study adopted the Straussian Grounded Theory, a qualitative research methodology which allowed the exploration and abstraction of the phenomenon from the participants’ perspectives as the source of primary data. Data was collected from interviews of forty-one selected public and private school teachers who are teaching within Cavite City. All of the data were analyzed through open coding, axial coding, selective coding and theoretical coding to develop the core category and its properties. Dialogical-contemplative coping approach is the grounded theory abstracted out of the interplay among the responses of the participants, conditions, and consequences that the researcher has captured out of analysis. This conflict coping style developed in this study is characterized as eclectic and serves as a “double-edge defense” adopted by the teachers in confronting conflicts in the educational setting. The consistent results across the investigation revealed the impression that no matter what conflict perspective teachers do possess, a rich self-confirmation and validation of using dialogical-contemplative coping approach is described by the teachers. Whatever conflict management mode they utilize in retaliation to school-based conflicts, it has been proven that the teachers are committed on the shared use of communication/dialogue and spiritual-contemplation as a diplomatic and ethical tool in the examination of differences and resolution to arguments. | ||||
| Keywords | ||||
| School-based conflicts; coping mechanisms; grounded theory; educational setting; conflict management | ||||
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