The Self-Efficacy Teacher For Resolving Conflicts Between Teachers

Abstract

The purpose of this study was to explore the ways in which novice teachers in the towns of La Serena and Coquimbo, where there are both public and private schools, develop and shift their perceptions about their own capacity for conflict resolution (Chile). Qualitative
research was conducted by interviewing three groups of four participants each for a total of 12 interviews and keeping a journal to record incidents of conflict in the school environment. Four teachers experienced "reality shock," and the researchers concluded that social persuasion or professional socialization had an important role in helping new teachers settle in.