A Principal Role in Handling Conflict on Campus

Principal’s and teachers interactions need to be modeled on controlling conflicts style in order to maximize the amount of structure and consideration for teachers received from their principal. That, in turn, boosts teacher’s morale, which leads to a high-level of self-esteem which is important for the individual and organizational performaces.


In addition, teachers can provide a significant amount of structure and consideration for each other by shifting toward a more collaborate conflict sytle in handling problems. Conversely, principals can shift some of the burden by providing motivational workshops to their teachers by encouraging them to use conflict as a work in progress style in becoming familiar with different conflict styles. When principals model collaborate conflict style of behavior in their interactions with teachers, they can help teachers learn to use different methods that involve collaboration.

In conflict resolution, principals should understand how to negotiate and know that negotiation should always focus on the appropriate issues, and understand that anger is not an appropriate issue for negotiation. When people get angry, their anger needs to be addressed and resolved immediately.

Campus Culture and Vision

In this week discussion forum we look at the cultural values of school. I believe that the increased collegiality within schools, the Teachers, administrators, and students are all in the efforts to strengthen student involvement and student awareness in the nature and care of their own learning ability and style. The promotion in providing teachers with new curriculum's and promoting teacher development programs that can offer educators to also become technological strong in teaching and facilitating a curriculum that would provide the guidance to meet school districts criteria in educating youth. With the promotion in providing skillful teachers can be clearly defined by student members in that they might feel well prepared for the introduction of curriculum for excellence. Thereby, placing good teachers in those schools that often time fails to meet either State or District requirements.

These teachers can provide agility to meet professional standards, have the ability to adapt their teaching practices and methods to particular students, drawing on their theoretical understanding of learning, their knowledge of curriculum content, their knowledge of their pupils need and their knowledge of the local technological environment in which their students live. Teachers need curriculum preform which combines reflection with new demands; new information and skills building on their experience and knowledge. A key element for successful learning is the opportunity to apply what is being learned and use it (National Resource Council, 2000). These new challenges and opportunities my spring from developments in curricular knowledge, child development and community needs and development. Moreover, teachers have the ability to adapt teaching practices and methods to particular students, by focusing on their understanding of learning and their knowledge of curriculum content in assessing the student need for a broader understanding in curriculum development.