DC FieldValueLanguage
dc.contributor.authorDrosos, Dimitrios-
dc.contributor.authorSkordoulis, Michalis-
dc.contributor.authorSidiropoulos, Georgios-
dc.contributor.authorKoukounaras Liagkis, Marios-
dc.date.accessioned2024-04-08T08:39:10Z-
dc.date.available2024-04-08T08:39:10Z-
dc.date.issued2020-01-01-
dc.identifierscopus-85091256088-
dc.identifier.issn2148-9955-
dc.identifier.other85091256088-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1832-
dc.description.abstractThe aim of this paper is to examine the relationship between emotional intelligence and conflict resolution among secondary education teachers in Greece. The research sample consists of 130 high schools’ teachers in Greece. Data were collected using a structured questionnaire, concerning teachers’ working environment, their behavior during workplace conflicts as well as their emotional intelligence and were analyzed using descriptive and inductive statistics. The statistical analyses have revealed that the main reason for workplace conflicts in secondary schools is the existence of informal groups. In addition, emotional intelligence seem to have a direct relationship with conflict resolution styles, while a negative relationship between emotional intelligence and the frequency of involvement in workplace conflicts is observed. Furthermore, it was found that holding a position of responsibility does not play a significant role in conflict resolution style adoption. The research results show that the solution-oriented method is the most popular amongst the other conflict resolution styles. Last, it was found that the average score of emotional intelligence among the respondents was high.en_US
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Research in Education and Scienceen_US
dc.subjectConflict handling stylesen_US
dc.subjectConflict resolutionen_US
dc.subjectEmotional intelligenceen_US
dc.subjectSecondary educationen_US
dc.subjectWorkplace conflicten_US
dc.titleEmotional intelligence and workplace conflict resolution: the case of secondary education teachers in Greeceen_US
dc.typeArticleen_US
dc.identifier.doi10.46328/ijres.v6i4.1224en_US
dc.identifier.scopus2-s2.0-85091256088-
dcterms.accessRights1en_US
dc.relation.deptDepartment of Business Administrationen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume6en_US
dc.relation.issue4en_US
dc.identifier.spage521en_US
dc.identifier.epage533en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.openairetypeArticle-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.deptDepartment of Business Administration-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0003-0059-9781-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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