Faces in the mirror: Exploring conflict styles of adults in school communities using the face -negotiation theory
| Autor: | Gross, Christine D. |
|---|---|
| Jazyk: | angličtina |
| Předmět: |
elementary and middle and secondary education administration
secondary education and teaching social and philosophical foundations of education educational sociology vocational rehabilitation counseling Educational Sociology Elementary and Middle and Secondary Education Administration Secondary Education and Teaching Social and Philosophical Foundations of Education Vocational Rehabilitation Counseling |
| Zdroj: | Walden Dissertations and Doctoral Studies. |
| Druh dokumentu: | Text |
| Popis: | This correlation study focused on the lack of understanding of the relationship between social self-image "face" and conflict styles among adult employees on school campuses. An individual's social self-image may involve concerns for the social representation of oneself, another individual, or a relationship. Limited research pertaining to the degree face concerns affect conflict styles within school communities is a problem for school administrators because conflict styles can influence conflict outcomes and impact workplace quality on school campuses. This study relied on Ting-Toomey's face-negotiation theory, which proposes that individuals prefer conflict styles based upon face concerns. Research questions explored correlations between self-face, other-face, and mutual-face concerns with dominating, emotional expressive, neglect, integrating, obliging, compromising, third-party help, and avoiding conflict styles. The sample consisted of 192 adults employed on 3 school campuses located in a large metropolitan region in the western region of the United States. Participants completed a survey by recalling a conflict with an adult coworker. Participants responded to items measuring social self-image and behavioral responses to conflict. Results were analyzed using multiple regression tests. Findings suggest that preferences for conflict styles were very different in the presence of self-face than in the presence of other-face and mutual-face, and face-concerns were either weak predictors or nonpredictors for avoiding and third-party help. This study has the potential to enhance workplace quality on school campuses in that it suggests mutual-face concerns for relationships associate with cooperative conflict styles that tend to promote constructive conflict outcomes. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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