DC FieldValueLanguage
dc.contributor.authorSaiti, Anna-
dc.contributor.authorIordanides, George D.-
dc.contributor.authorBakas, Thomas-
dc.contributor.authorIfanti, Amalia A.-
dc.date.accessioned2024-05-15T12:12:22Z-
dc.date.available2024-05-15T12:12:22Z-
dc.date.issued2014-
dc.identifiergoogle_scholar-p6hOtZMAAAAJ:kNdYIx-mwKoC-
dc.identifier.issn2308-0876-
dc.identifier.otherp6hOtZMAAAAJ:kNdYIx-mwKoC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/2379-
dc.description.abstractThis paper seeks to explore the views of primary school teachers and principals in Greece and record their suggestions about the conflicts in their work environment, namely the causes, the management and the results of this phenomenon. In particular, an empirical study was conducted during the school year 2010-2011 using anonymously written questionnaires, which were disseminated to teachers and principals at primary schools throughout the thirteen (13) educational regions in Greece. One thousand and fortythree teachers (1043) out of 1400 were responded (response rate: 74.55%) as well as 340 school principals out of 400 (response rate: 85%). Research data revealed the close relationship between the conflict management and the betterment of the work environment conditions at schools and underlined the need for the training of both, principals and teachers, upon issues of organizational behavior. Additionally, it was pointed out that principals should further develop specific skills for the management of human sources in their school. It was also indicated the need for initiating constructive internal regulations in schools in order to ensure their efficiency.en_US
dc.language.isoenen_US
dc.relation.ispartofMultilingual Academic Journal of Education and Social Sciencesen_US
dc.sourceMultilingual Academic Journal of Education and Social Sciences 2 (2), 37-58, 2014-
dc.subjectConflictsen_US
dc.subjectTeachersen_US
dc.subjectPrincipalsen_US
dc.subjectViewsen_US
dc.subjectPrimary Schoolsen_US
dc.subjectGreeceen_US
dc.titlePrimary teachers’ and principals’ attitudes towards conflict phenomenon in schools in Greeceen_US
dc.typeArticleen_US
dc.identifier.doi10.6007/MAJESS/v2-i2/1389en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume2en_US
dc.relation.issue2en_US
dc.identifier.spage37en_US
dc.identifier.epage58en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.openairetypeArticle-
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-3882-9565-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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