ࡱ> RTOPQ[bjbj1ΐΐȓ 8L^1 LVlllG G G O0Q0Q0Q0Q0Q0Q0$3&6u0G G G G G u0llV1---G  llO0-G O0--/ 0l0sJP_*/;0l101061,6 06 00G G -G G G G G u0u0-G G G 1G G G G 6G G G G G G G G G  :The 3rd International Conference on Advances and Systematic Research ECNSI 2009 8th Special Focus Symposium on ICESKS: Information, Communication and Economic Sciences in the Knowledge Society, Zadar, Croatia PRIMARY SCHOOL TEACHERS' COMPETENCE IN SOLVING INTERPERSONAL CONFLICTS Mirjana Greguri1 , Ljubica Baki-Tomi2 , Ana Globocnik Zunac3 1 Primary school Maleanica, Zagreb2, Republic of Croatia,  HYPERLINK "mailto:mirjanagre@gmail.com"mirjanagre@gmail.com 2Teachers Faculty, University of Zagreb, Republic of Croatia,  HYPERLINK "mailto:lj.bakic-tomic@ufzg.hr"lj.bakic-tomic@ufzg.hr 3 The College of Business Zagreb, Croatia,  HYPERLINK "mailto:agzunac@gmail.com"agzunac@gmail.com ABSTRACT To make primary education teachers competent in dealing with conflicts among pupils, they have to be able to rule with the competence of quality in resolving personal conflicts. With the goal of research which should show which strategies are most commonly used by Croatian teachers in the management of conflicts, it is undertalken a study on a sample of 142 subject and classroom teachers in 5 elementary schools in Zagreb. Of the total number of teachers who participated in the study, 59 are classroom teachers and 83 are subject teachers. The study used a questionnaire, "What kind of relationship we have with the listener? Results of research conducted showed that there were statistically significant differences in the use of different conflict management strategies in the population of Croatian teachers. Usually the conflict is managed by the strategy of adaptation, cooperation and compromise, more rarely by competition. There are no statistically significant differences between strategies of conflict management in the work of subject and classroom teachers. Also, there is no statistically significant difference between conflict management strategies and years of service. Given that teachers, by the obtained results of the research, most commonly use adaptation as the most inefficiently strategy in the management of conflicts, we can conclude that there is a need to implement additional pedagogical-psychological-communication training of teachers and students of primary education. Key-words: competence, conflict resolution, teachers, primary education INTRODUCTION If a modern teacher wants to be able to work well and be satisfied with his work, must possess many pedagogical competences. What are the pedagogical competences that a teacher must have? The issue should be tackled from the perspective of psychology, pedagogy, sociology, communication, etc. Masterpasqua, (1991) by Kostovi-Vranjea, Ljubeti (2008) defines competence as ... "adaptive cognition, emotional, behavioral and social characteristics complemented with hidden and clearly defined beliefs and expectations of the individual to access to those skills and capabilities completing the same. A competent teacher is pleased with himself and his work. He transmits this satisfaction to his pupils. His pleasure has an impact on the atmosphere in the classroom and reflects it on the entire educational process. Among the important competencies that a teacher should have is the ability of a constructive way of resolving conflicts. Many authors dealt with the question of constructive resolution of conflicts (Kreidler, 1984; Staub, 1988; Carnevale and Pruitt, 1992; Prilin and Vizek-Vidovi,1990; Goldstein, Gershaw and Sprafkin, 1985; Mc Ginnis i Goldstein, 1984; Prutzman and etc., 1988 (Ajdukovi, Pe nik, 1993); and Lay 1981; Kreidler, 1984, Rijavec & Miljkovi, 2002; udina-Obradovi, Te~ak, 1995; Brajaa, 1992., 1994; Singer 1988; Jankovi, 1993. Definitions of conflict B. Petz defines a conflict as "a term that denotes a situation in which there are opposing developments and trends, behaviors and feelings" (Petz, 1992, according to Ajdukovi-Pe nik, 1993). For Morton Deutscha conflict is a conflict of incompatible tendencies and actions in an individual, a group and nation or between individuals, groups and nations within competitive or co operational situations (Deutsch, 1973, according to Brajaa, 1994). Luthans (1989) describes the traditional and the contemporary attitude towards conflicts. The traditional approach is to avoid the conflict, it's attributed only termagants and inevitable he is the culprit. According to the contemporary attitude, the conflict is inevitable, an integral part of every change, determined by structural factors, and in the minimum level even the optimal way of mutual behavior (Luthans, 1989, according to Braja, 1994). Specialists of the Institute for Peace Education in Tbingen, Gnther Gugel and Uli Jger stressed the following: "The most important goal and core of the peace education is " the capability of entering in a conflict." Peace education should teach us how to act constructively with conflicts, how to avoid their escalation and achieve reconciliation between the conflicting parties on the personal, social and international level. "(Gnther Gugel/ Uli Jger, Institut fr Friedenspdagogik Tbingen e. V.). Kinds of conflicts Fischalek (1977) distinguishes internal, external, latent, false and mixed conflicts, and conflicts with the accepted or avoided confrontation (Fischalek, 1977, according to Braja, 1994). Boris Petz (2003) lists some types of personal internal conflict such as double attracting conflict - when a person has to make a decision, which of two equally attractive targets should she heed. Another type of conflict is the conflict of double rejection - when a person has to choose between two equally repugnant goals. The third type of conflict is the conflict of simultaneous attraction and rejection - when a person is in front of a goal which is at the same time attracting and repelling. Rijavec and Miljkovi (2002) divide conflicts on content or structural and personal or emotional conflicts. Content conflicts according to the same authors can happen around any things in the environment around which people cannot agree. Sides can not agree on goals and ways of their realization. These conflicts are taking place every day because people are different and have different opinions. Personal conflicts are common among colleagues at work. These conflicts have a lot of emotions. A person does not agree with another person, neither on the professional or human level. A person not only disagrees with another person, but doubts her as a man. The authors emphasize that the goal of such conflicts is not resolving the conflict, but defeating the other side. Methods for resolving conflicts Methods of resolving conflicts can be divided into indirect and direct. Indirect methods should be used prior to the settlement of the conflict in a way to minimize contact the conflicting parties, to focus attention on common goals, transfer the responsibility for resolving the conflict on a higher level and think about reorganization. Thomas and Owens (according to Braja, 1994) indicate most direct methods of conflict resolution: competition, avoidance, adjustment, compromise and cooperation. Avoidance is a method of physical or mental withdrawal from the conflict. Parties to the conflict ignore the conflict, hoping that it will disappear. Adaptation is comply and submission to the interests of another person. One side of the conflict is more giving and thinking about the needs of the other side, and put her own needs secondary. This behavior can be determined for a while, but not for long. The cause of the conflict is not resolved, so the conflict can when-and then escalates. Competition is the use of power to be won in the conflict. One side cares only about her needs and strives to achieve it neglecting the needs and wishes of the other. Compromise is seeking an intermediate solution. In resolving the conflict both sides renounce to their needs and desires. Here, both sides take account of each other. Sometimes this is the only possible solution to the conflict, and sometimes the conflict may flare up again because the conflict is not fully resolved. Collaboration is an open and direct confrontation with the conflict and seeking mutually satisfactory solutions. People try to satisfy the maximum needs of both sides in the conflict Conflict resolution Conflict can be resolved only if there is good will and openness of both parties in resolving the conflict. When resolving a conflict the attention should be focus to the needs of the participants in the conflict, not the solution. Conflicts that are resolved by avoiding, by adjusting or compromise are those who threaten the recrudescence because neither side has got what she wanted. The causes of the conflict remained unresolved. If only one side gets, the other loses, than the problem is not resolved. a situation happens in competition. One side wins and the other must suppress her desires and needs. It is likely that the conflict will occur again. Resolution of conflict in which both sides win is the ideal way to resolve conflicts. So both sides match their needs and desires maximally. By cooperation the cause of conflicts can be revealed, observed the differences which they can be accepted and the problem resolved. Sometimes in resolving conflicts it is wise to use some methods that do not lead to a comprehensive and satisfactory solutions of conflicts (comply, compromise). There are situations where cooperation is not possible, then the person is forced using this method to keep her integrity. Positive effects of a conflict A conflict is an opportunity for personal development. In conflict situations conflict resolution skills can be practiced. Conflicts allow us to develop true hearted, more open and constructive relations. According Rijavec and Miljkovic (2002) conflicts improve the quality of decisions, stimulate creativity and innovation, interest and curiosity in the group, reduce tension and allow a better adaptation to changes. To be able to cope with a conflict and resolve it with cooperation, a person must have developed the emotional intelligence (Goleman, 1995), a good interpersonal communication (Braja, 1994), active listening (Gordon, according to Braja, 1994, 1996), using I-messages, patience, understanding and respect for the person with whom the conflict took place. It is necessary to seek for a solution that best meets the conflicting needs of people. To reach a high quality solution a reflective communication is important. Andersen, defines a reflective communication as: "A reflective communication is tagged by speaking along and listening to the speech of the interlocutor with a reflection on that and communication of your thoughts to the interlocutor. Opposing opinions and suggestions are include, not exclude. The equality of interlocutors is nourished. It is searched for the positive in the interlocutor and they together seek for appropriate but different and new solutions. This exchange of appropriate different descriptions, is explain (Andersen 1990., accoding to Braja 1994.) To be able to manage stress more effectively, which is one of the causes of the emergence of conflicts teachers must learn stress management techniques, relaxation methods, and techniques of self-regulation. According to Carolyn Saarni self-regulation is "the ability to control our own actions, thoughts and feelings on the adaptive and flexible ways in different contexts, social and physical" (Carolyn Saarni, according to White, 1963, in Salovey and Sluyter, 1999). Teachers would also need to use techniques of self-help, self-allowance, encourage self-confidence and personal safety in the use of different strategies, and the desire for additional educations that would strengthen theirs strategy and ways of dealing with conflict. Education of teachers in constructive conflict management In the world there are institutions dealing with research and implementation of conflict training students and teachers of primary education for mediation in conflict situations. One of these centers is the Center for Conflict Resolution in Cleveland. Muaanovi, Vrcelj, Zlokovi indicate that many countries implemented PATHS programs (Promoting Alternative Thinking Strategies). "Through these programs especially it's possible to work on the emotional literacy, and increasing tolerance for frustration, increase attention, respect for others and emotional understanding" (Musanovic, Vrcelj, Zlokovi, 2003). In London there is also a center for teachers training (Education Training and Support Division-Bromley), which deals with the so-called additional professional training, "In service teacher training. Also in London, Middlesex University conducted undergraduate training of teachers in the form of one-/or two-semester courses or postgraduate studies for teachers. The aim of this education is to raise teachers' competence in the field of non-violent conflict resolution. At the same time it should be noted that meetings with the Supervisor are necessary. In Croatian schools there is little research on the topic of conflict. Research is mostly related to the pupils, a few teachers were involved in workshops in order to effectively resolve conflicts among pupils. There is no systematic training of teachers on constructive conflict resolving. There are no studies that would answer the question how teachers assessed their competence in dealing with conflicts with other people. It is not known, nor how teachers in Croatia in general look to the conflicts. Do they look at them as opportunities for growth and development, or it burdens them? Are teachers afraid of conflicts and of resolving them because of their incompetence? Are they using aggression (punishments, threats, coercions, moralizing, lectures) in resolving conflicts? What strategies are used in resolving conflicts: competition, avoidance, compromise, cooperation, or adaptation? What behaviors are used in the resolution of conflicts: the imposition of, giving up, cooperation, withdrawal or adaptation? All these are questions that should be answered to get a picture of whether the teachers - educators in Croatia are trained in conflict resolution. In order to assess the level of competence of teachers in the area, it is necessary to investigate in practice what the teacher self-assessment of personal competence in constructive conflict resolution is. At Universities there are no courses through which the students of primary education - future teachers acquire knowledge about nonviolent conflict resolution. Therefore, this research was conducted with the intention that after the analysis of the results it could be possible to take the appropriate steps in terms of education of teachers and students in that area. The obtained results of the research could help in the planning, design, implementation and evaluation of performance of a permanent program of professional development of teachers, in the introduction of new courses at universities that train future teachers, in the design of courses and manuals. In this way, it would greatly reduce the fear, ignorance, transfer responsibility to others, self-doubt and the use of inadequate and inefficient methods and procedures for resolving conflicts. Also, it would reduce the excessive self-confidence of teachers to know the solution to every problem. It would encourage many teachers to examine themselves, their attitude towards others and their behavior. It would help them to aware and take responsibility for their relationship with others, and for the frank and honest analysis and critical self-assessment of that relationship and their role in it. RESEARCH METHODS The aim of our research is to create a clear picture of the level of training of Croatian teachers in constructive solving of conflicts. To reach these findings, we had to determine which are the most common methods, i.e., strategies that teachers use in the management of conflicts. Problems which we are engaged in the research were: to establish the link between conflict management strategies with the working experience of teachers, and with subject and classroom teachers. Research questions: 1. What are the average values for all particle and the sizes of the measuring instrument for testing methods of managing conflicts? 2. What strategy are the most often used by Croatian teachers during the conflict resolution: avoidance, adaptation, competition, compromise or collaboration? The purpose of the research is to create a quality and effective teacher education program to improve existing and acquire the necessary competencies. In the framework of the Agency for the education it should be set up an expert teams who will train teachers in schools. In these teams should be a psychologist or psychotherapist and a comunicolgue. Such a program should also be implemented in educational programs of teaching faculties in the form of regular courses. It should be made s a tutorial and / or manual to facilitate the education. It should be develop a web page through which teachers and students of Teachers faculty could collaborate with the faculty research team. They could complement and deepen the subject by their experiences. In that way we could get a feedback on the impact of research on practice. The intention of this research is to arouse in teachers the interest and desire for a better way of resolving conflicts, for qualitative communication and better relationships. Through trained teachers influence the development of the same skills in pupils. In an indirect way affect the parents too. Participants in the research: In the study there were involved 142 teachers of primary education in 5 elementary schools in Zagreb. Of the total number of teachers, 83 were subject teachers and 59 classroom teachers. Research Hypothesis H1: There are statistically significant differences in the representation of conflict management strategies in primary teachers education. H2: There are no statistically significant differences in the experience of competence in conflict resolution between subject and class teachers. H3: Years of service affect the representation of conflict management methods. Variables and instruments The present study a questionnaire was used, "What is your relationship with the listener?" which consists of 5 independent variables (cooperation, compromise, adaptation, competition and avoid conflicts) and 20 variables of teacher's self-assessment which examine the representation of conflict management strategies and the use of proper interpersonal communication. In the space of this 20 variables 5 factors have been extracted (conflict resolution strategies): avoiding of conflict, competition, adjustment, compromise and cooperation. Factor (variable) of avoiding conflict is defined by particle number. 1, 6, 11, 16; factor competition by particles no. 2, 7, 12, 17; adjustment factor by particles no. 3, 8, 13, 18; compromise factor by particles no. 4, 9, 14, 19; cooperation factor by particles no. 5, 10, 15, 20. By each statement of the questionnaire is a Likert-type scale of assessments from 5 degrees: 1 disagree, 2 mostly disagree, 3 I can not decide, 4 mostly agree, 5 I totally agree. Methods of data collection and processing The study was conducted during September 2009. The survey was conducted in 5 primary schools in Zagreb. Teachers was emphasized that the survey is anonymous and will be used for the purpose of scientific work. Methods of data processing The processing is made using the computer package SPSS. In the data processing there were used descriptive statistic methods: the arithmetic mean, standard deviation, two-way t-test for small independent samples. RESULTS AND DISCUSSION In Table 1, we compute the descriptive data for all particles of the questionnaire "What is your relationship with the listener?" The results showed that the highest value of the arithmetic mean is found for the statement no. 8: Kind words give plenty and cost nothing (customization) and for statement no. 20: No person has a definitive answer, but can give her modest contribution (cooperation). The minimal value of the arithmetic mean was found for the statement no. 2: There are only two kinds of people: winners and losers (competition); no. 7: The goal justifies the means (the competition); no. 14: Gifts can create friendly relationships (compromise). The greatest differences in responses to the claims of all the teachers expressed by the values of standard deviation (Table 1) were found for particle no. 6: The best way to manage conflict is - to avoid them (avoidance) and for particle no. 7: The goal justifies the means (competition). The minimal differences in the responses of teachers, i.e. the smallest value of standard deviation are shown in particle no. 8: Kind words give plenty and cost nothing (customization) and particle no. 20: No person has a definitive answer, but can give her modest contribution (cooperation). Table 1 Average values for the questionnaire. What is your relationship with the collocutor? Variables NMStd. deviationNothing is so important that it should interfere with collaborators 1423,851,051There are only two kinds of people: winners and losers.1422,011,203Who hurt you with a stone, hurt him with bread.1422,941,278When two comply on half-way, an acceptable decision is on the horizon.1424,20,927Who constantly searches for the truth, find it.1423,99,960The best way to manage conflict is - to avoid them.1423,231,391The goal justifies the means.1422,131,338Kind words give plenty and cost nothing!1424,65,735Get a part of what we want is better than not get anything.1423,89,994Sincerity, honesty and belief, can move mountains.1424,221,018Avoid quarrelsome persons because they can bring only evil.1423,921,099The person who is intransigent leads others in the position of giving up.1423,421,234Kill your enemies with courtesy.1424,021,062Gifts can create friendly relationships.1421,961,084If faced openly with a conflict, we'll find the best solution.1424,23,918The people, with whom we disagree, should be kept at a distance.1423,671,122Battles get those who believe in the victory.1424,10,962Gentle words are harder than a hard hearts.1424,151,027How much you give me, so much I give you that's a fair game.1422,851,256No person has a definitive answer, but can give her modest contribution.1424,38,897It was noted that the maximum values of the arithmetic mean of particle does not vary by class teachers and subject teaching. Statements with which class and subject teachers most agree are the claims no.8: Kind words give plenty and cost nothing, and 20: No person has a definitive answer, but can give her modest contribution. The minimal values of the arithmetic mean for subject teachers are for particle number. 2: There are only two kinds of people: winners and losers (competition) and no. 7: The goal justifies the means (competition). For, class teachers the minimal arithmetic mean values are for particles No.14: Gifts can create friendly relationships (compromise), no. 2: There are only two kinds of people: winners and losers (competition) and no. 7: The goal justifies the means (competition). The biggest differences in the responses of class teachers expressed by the standard deviation values (Table 2) were found for the particle no. 7: The goal justifies the means (competition) and no. 6: The best way to manage conflict is - to avoid them (avoidance). The minimal differences in class teachers answers are that of particles. 8: Kind words give plenty and cost nothing (adjustment); no. 5: Who constantly searches for the truth find it (cooperation) and no. 9: Get part of what we want is better than not get anything (a compromise), while the teachers teaching the subject to no particulate. 8: Kind words give plenty and cost nothing (adjustment) and no.15: If you open faced with a conflict, we'll find the best solution (cooperation).Who constantly searches for the truth and find that it (cooperation) and no. 9: Get a part of what we want is better than not get anything ( compromise), while for subject teachers it is the particle no. 8: We kindly word a lot of give and little cost (adjustment) and no. 15: If faced openly with a conflict, we'll find the best solution (cooperation). Comparing the responses to the claims of class and subject teachers (Table 2), it was observed that these two categories of respondents do not differ from responses to the claims of all respondents in the most common forms of conflict management. There are slight differences in the application of the rarest conflict management strategies. Class teachers use rarest the methods of compromise and competition and their results are consistent with the results of all respondents. Subject teachers use rarest competition strategies, while compromise is not in the category of rarest used conflict management strategy. The largest dispersion (differences) in the responses to the claims of class teacher (Table 2) coincides with the results of all teachers (Table 1), which mean that class teachers are, as well as the average of most of the respondents, showed the greatest differences in the use of strategies of avoidance and competition. Subject teachers are slightly different from all respondents, and they presented the greatest differences in the use of avoidance strategies, and adjustment rather than competition as class teachers, and on average most of the respondents The differences at least are in the use of adaptation strategies and cooperation by subject teachers and they are consistent with the results of the majority, while the class teachers are using beside the mention strategies the compromise too. The majority of questioned teachers agreed with the statement that assume to belong to certain strategies in the following order: the most common strategy of solving the conflict is adaptation, followed by cooperation and avoiding, and at the end the competition and compromise (Table 2). These results confirm our hypothesis that there are statistically significant differences in the ways of managing conflict in the surveyed teachers. The greatest diversity is find in the range of use of avoidance strategies, and the smallest in the use of compromise. The results indicate that among the most common conflict management strategies used by most teachers, subject teachers make the differences: some mostly used in the management of conflict is avoidance, and some does not use that strategy at all. Some class teachers use the competition and avoidance, and some do not use them. This means that there are some class teachers who are ready to fight for their own needs and goals, while others are not willing to represent themselves. Table 2 Average values for the questionnaire "What is your relationship with the collocutor?" for class and subject teachers. VariablesTEACHINGNMStandard deviationMean Nothing is so important that it should interfere with collaborators class594,05,899,117subject833,711,132,124 There are only two kinds of people: winners and losers.class 592,141,210,158subject831,931,197,131Who hurt you with a stone, hurt him with bread. class 592,761,119,146subject833,061,374,151When two comply on half-way, an acceptable decision is on the horizonclass 594,39,851,111subject834,07,960,105Who constantly searches for the truth, find it. class 593,95,729,095subject834,011,099,121The best way to manage conflict is - to avoid them.class 593,001,426,186subject833,391,351,148The goal justifies the means. .class 592,421,465,191subject831,931,208,133Kind words give plenty and cost nothing! .class 594,76,429,056subject834,58,885,097Get a part of what we want is better than not get anything. class 594,14,730,095subject833,721,119,123Sincerity, honesty and belief, can move mountains.class 594,29,872,114subject834,171,113,122 Avoid quarrelsome persons because they can bring only evil. .class 594,02,974,127Subject833,861,180,130The person who is intransigent leads others in the position of giving up.class 593,531,209,157subject833,351,254,138Kill your enemies with courtesy. class 594,25,801,104subject833,861,191,131Gifts can create friendly relationshipsclass 591,85,906,118subject832,041,194,131If faced openly with a conflict, we'll find the best solutionclass 594,15,925,120subject834,28,915,100 The people with whom we disagree, should be kept at a distance class 593,73,997,130subject833,631,207,132 Battles get those who believe in the victory. class 594,22,930,121subject834,01,981,108Gentle words are harder than a hard hearts.class 594,37,828,108subject834,001,126,124How much you give me, so much I give you that's a fair game.class 593,031,189,155subject832,711,293,142No person has a definitive answer, but can give her modest contribution.class 594,51,774,101subject834,29,969,106 By additional analysis we compared the average values of individual claims of class and subject teachers, and we found that the significantly different claims are: 4 (when two comply on half-way, an acceptable decision is on the horizon), 7 (the goal justifies the means), 9 (get a part of what we want is better than not get anything.), 13 (kill your enemies with courtesy) and 18 (Gentle words are harder than a hard hearts). Class teachers in relation with subject teachers are likely to agree with these claims what is evident from the arithmetic mean value (Table 2). The next thing we tried was to examine was the relationship between years of service and the particles of the questionnaire, which represent ways of coping with conflict. The results showed that the 1st, 12th and 18 claims differ significantly between the groups. We found no significant statistically correlation between years of service and choice of conflict management strategies (Table 3). These results do not confirm our hypothesis that years of service, the experience, affects the selection of more constructive conflict management strategies. Table 3. The difference in working years in selecting strategies Sum of SquaresdfMean SquareFSig.COOPERATIONBetween Groups,9592,479,077,926Within Groups862,9071396,208Total863,866141COMPROMISEBetween Groups16,56528,2831,519,223Within Groups758,0541395,454Total774,620141ADAPTIONBetween Groups40,415220,2082,653,074Within Groups1058,9161397,618Total1099,331141COMPETITIONBetween Groups43,089221,5453,030,052Within Groups988,3541397,110Total1031,444141AVOIDINGBetween Groups26,626213,3131,551,216Within Groups1192,8181398,581Total1219,444141 DISCUSSION Research on a sample of 182 teachers showed that there is a difference in the use of different strategies in managing of conflict. Results indicate that the majority of teachers mainly uses, in resolving conflicts, primarily adjusting and only on the second place cooperation. Compromise is used rarest. Significant differences in the use of common strategies in the management of conflicts between subject and class teachers dont exist. There are only slight differences in the use of the rarest strategies in which subject teachers does not classified the compromise in the least common form of conflict management. The results suggest us to assume that teachers in resolving conflicts with colleagues, parents, director and professional services commonly use the strategy of adjusting. Compromise as one of the possible constructive strategies is used rarest. Since the adjustment is one ineffective conflict management strategy, we assume that a part of teachers suppress their own needs, desires and goals taking more account of the needs, desires and goals of other parties in the conflict. Compromise and competition, as the rarest conflict management strategies indicates that most teachers did not used to fight and to defend their interests, desires and needs. Long-term, suppressing their own needs, desires and goals, some teachers become dissatisfied, angry and disappointed in relations with colleagues, parents, director and professional services. These dissatisfaction, anger and disappointment are transferred to the work and relationships with students. This may create a poor school climate, and poor classroom climate, which results in permanent profession dissatisfaction, low self-esteem, no interest and resistance to any changes in professional training, work and overall education. The research results did not confirm our hypothesis that the working years have an impact on the selection of strategies in the management of conflicts. We expected that more experienced teachers would choose more constructive strategies. This did not show correct in this study. Due to insufficient number of male participants we were not able to determine whether there were statistically significant differences in the use of conflict management strategies between men and women. Also, the study did not take into account the professional qualifications of teachers. In fact, it's still a good part of the teachers that have a high education. In future researches it could include a larger number of male participants and check whether there is a statistically significant difference in conflict management strategies according to the gender. It also could be examined whether there are statistically significant differences in the management of conflicts due to the professional qualifications. CONCLUSION Since we did not find any research on a population of Croatian teachers of primary education in the related conflict management strategy, this study is an attempt to insight into this topic. This research has shown that there are statistically significant differences in the representation of ways that teachers are managing conflicts, thus confirming our first hypothesis. Most claims did not show a statistically significant difference between the class and subject teachers, so we can confirm the second hypothesis too. The third hypothesis has not proved exact. There are no statistically significant differences in the use of conflict management strategies due to years of service. 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The results of this study suggest a need for further education of teachers. Teachers need to become conscious of the non constructive strategies in conflict resolution and be encouraged to use constructive strategies. For this purpose permanent professional training are necessary to boost the education in pedagogy, psychology and communications. Teachers with less seniority are not different in conflict management strategies in relation to the more experienced teachers, which could indicate that the pedagogical, psychological and communication education on the Teacher's faculty is still insufficient. In this field there are possible improvements in terms of introducing new courses which would include these topics. In the world there are often carry out researches in education of the population of students and teachers. So it is possible to get feedback about many important factors in education that needs to change and improve. Croatia hangs behind. To realize what are the real situation in schools we have to intensify researches and use research results in terms of overall school improvement. REFERENCES Ajdukovi,M., Pe nik, N. (1993). Nenasilno rjeaavanje sukoba, Alinea, Zagreb. Benien, K. (2006). Kako voditi teake razgovore-Modeli za savjetodavne, kriti ke i konfliktne razgovore u profesionalnoj svakodnevici. Erudita,Zagreb. Bili, V. (2007). Nasilno i nekorektno postupanje prema nastavnicima u akoli u Vrgo , H. (ur.) (2007). Nasilje i nasilno ponaaanje u akoli/ vrtiu/ u eni kom domu. Zbornik radova 31. akole pedagoga Hrvatske, HPKZ,Zagreb. Brajaa, P. (1994). Pedagoaka komunikologija: razgovor, problemi i konflikti u akoli, Alinea, Zagreb. Brajaa, P. (1996). Umijee razgovora, C. A. S. H., Pula. udina-Obradovi, M., Te~ak, D. (1995). Mirotvorni razred: priru nik za u itelje o mirotvornom odgoju, Znamen, Zagreb. Goleman, D. (1995). Emocionalna inteligencija. Mozaik knjiga, Zagreb. Gnter Gugel, Uli Jger, prema Ragnar Mller. 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Emocionalni razvoj i emocionalna inteligencija: pedagoake implikacije, Educa, Zagreb. Singer, K. (1988). Lehrer Schler Konflikte gewaltfrei regeln, Belz Verlag, Weinheim und Basel.      PAGE 9 #$a$%/1h;0. 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