Vol. 11(4), pp.

146-152, 23 February, 2016

DOI: 10.5897/ERR2015.2542
Article Number: 9EDD36557172
ISSN 1990-3839 Educational Research and Reviews
Copyright © 2016
Author(s) retain the copyright of this article
http://www.academicjournals.org/ERR

Full Length Research Paper

The usage of domination strategies in conflicts

between the teachers and students: A case study
Habib Özgan
Faculty of Education, Gaziantep University, Gaziantep, Turkey.
Received 28 October, 2015; Accepted 25 November, 2015

The aim of this study is to investigate the sources of conflict between students and teachers, how they
are managed, and their effect on students and thus gain insight about student-teacher conflicts. The
study is a qualitative one and has been carried out with the method of case study. The method of
criterion sampling which is one of the methods of purposeful sampling is used in the qualitative study
tradition. Participatory observation technique and semi-structured interviews were used to collect data.
The study has shown that the main reasons for the conflict between teachers and their students were
the existence of poor and insufficient communication between the parties involved, and teacher
dominance in such interactions. It has also shown that inappropriate conflict solving strategies
negatively affect the students` psychology, social behaviour as well as their academic success. It is
absolutely necessary to manage the teacher student conflict correctly in order to create a positive
school climate and to conduct the education process effectively.

Key words: Conflict, conflict management, teacher, student, reason for conflict.

INTRODUCTION

Conflict is a concept that can affect the relations and failing to act efficiently to solve the conflicts. For the
experiences of people as a social entity during their student, it is important to know that conflicts can be
interaction with the public positively or negatively (Gray resolved appropriately, and that will in turn help the
and Stark, 1986). Conflict naturally and normally occurs student to achieve academic success, and it should lead
in schools. Conflicts can range from ordinary personal to qualitative relationships between their peers and
differences and anger, to violence that may end in terror themselves and their teachers, as well as to their
and in wars. Sometimes unresolved conflicts may lead to happiness. Firstly, it is important to uncover the causes,
violence. Conflicts are events which occur because of the types and nature of these disputes, what communication
problems in teams in which the individuals or groups problems the students have among themselves, with their
have difficulty in working together, thus leading things to teachers or with other important members of the school
a standstill, or simply leading to chaos (Eren, 1984). administration. An understanding of the reasons for and
Although there are always conflicts in schools, most of the nature of the conflicts is necessary for appropriate
the students, teachers, heads as well as parents are conflict management and to fight effectively against these

E-mail: ozgan@gantep.edu.tr.

Authors agree that this article remain permanently open access under the terms of the Creative Commons Attribution
License 4.0 International License
 Özgan 147

conflicts (Türnüklü, 2004). teachers to pay attention to their behaviors.

There are many cases such as personality traits of Teacher preference for managing conflicts in an
students and teachers in the educational organizations, authoritarian way effects the education process
differences between their values, beliefs and attitudes, negatively. Students having conflicts are truant; they may
crowded classes, lack of quality educational teach-in cause disturbances in class and thus slow down the
processes, misunderstanding of the communication teacher as well as slow down their own learning. Conflicts
process, inadequate tools and equipments and sharing of in schools terrify students and lead to truancy (Tobias
limited resources which cause conflict to be experienced and Myrick, 1999). Based on the results of students’
in class or school level (Argon, 2009). There are likely to negative feelings and teachers’ negative responses for
be many factors that can potentially affect the quality of students not asking for teachers’ help, it can be
teacher–student relationships. Some of these factors may suggested that teachers could be more positive towards
include individual student characteristics and behaviors, students’ conflicts and create an atmosphere in which
teacher characteristics and behaviors, prior relationship students feel comfortable to discuss their problems with
experiences, and broader social and contextual their teachers (Atıcı, 2007). Conflicts do not only
influences (Murray and Murray, 2004). influence the students but also the teachers. Teachers
The defects of a teacher-student relationship and a experiencing conflicts are also stressed and exhausted.
failure to cooperate may cause teacher student conflicts. Therefore, teachers spend a significant part of their time
The important thing is for teachers to solve these matters and energy in handling problematic students.
correctly and effectively without damaging the
relationship, losing the cooperation with students or
distrupting educational process. The primary task of Aim of the study
teaching is to gain and maintain the cooperation of
students. Without that cooperation, the school or The aim of the research is to display the reasons why
individual classroom cannot function (Cothran and Ennis, teachers use the strategy of domination in the conflicts
1997). between teachers and students and its impact on
There is some research on managing conflicts in students with a case study.
schools through the use of authority. a survey of high
school, undergraduate, and graduate students about
methods of resolving conflict revealed that students Research questions
viewed the actions of instructors as coercive, highly
powerful and authoritarian (Dunn et al., 2002). Research What are the reasons for teachers’ using the strategy of
results revealed that distributive conflict resolution domination in the conflicts between teachers and
strategies such as violence, complaint, anger, and students and their impacts on students?
swearwords were used frequently instead of constructive
solutions such as negotiation, problem solving discussion
and mediation (Türnüklü and Şahin, 2003). The use of METHODOLOGY
coercive power is shown to be negatively related to
Research design
student satisfaction, learning, and the extent to which
teacher influence transcends the classroom (Jamieson The study is a qualitative one and has been carried out with the
and Thomas, 1974). method of case study. “The case study research method as an
It should be bear in mind that issues linked to human empirical inquiry that investigates a contemporary phenomenon
and their behaviors are to be known by the teacher in within its real-life context; when the boundaries between
phenomenon and context are not clearly evident; and in which
order to manage student’s behaviors successfully (Gulec
multiple sources of evidence are used” (Yin, 1984). “A case study is
and Alkış, 2004). It has been known that in schools and one of several ways of doing research whether it is social science
classes where conflicts are frequent, absenteeism and related or even socially related. It is an in-depth investigation/study
indifference are prevalent together with widespread of a single individual, group, incident, or community” (Olanike,
blocking and disrupting behaviors against the teaching 2012, p.236).
and learning process which create a negative class
atmosphere. Resolving conflict in a constrcutive way Data collection and the analysis
before it transforms into violence and turning classroom
into a safe atmosphere are of utmost importance for the The study contains annotations and ratings on a case study and
quality of education and instruction in the classroom. To therefore the real names of people on whom this study is based are
do this, first of all, the reasons lying behind the conflict replaced by pseudonyms. The researcher gave a talk on this
subject and then interviewed 35 primary school students aged 13 to
need to be revealed. A number of characteristics such as 14 who attend the 8th class and asked them to report their
teachers’ personality, attitudes and actions may make experiences of conflicts with their teachers in order to gather useful
negative or positive impacts on students, which requires data for the study. Analyzing student narratives, the most
148 Educ. Res. Rev.

appropriate case (that is, the one in which a “domination” strategy of the classroom, unfortunately he was observed to be unsuccessful
was used by a teacher in conflicts with his students) was selected. as a student. By contrast, the teacher, Mr. Nuri displayed very strict
For the research, a case study method was used to investigate and authoritarian behaviours both in the lessons and outside of
the process of conflict between teacher and students. In order to them. In lessons, he stuck rigidly to the subject of the lesson and
analyse the situation, individuals were taken into consideration. appeared to have no personal relationship with his students. He
Observation and interview techniques were applied in order to warned students against improper behaviour in class and he was
gather the necessary information for the case study. The model strict and sometimes angry with his students. The findings at the
“participant observer”, which is a part of the observation technique end of observations reveal that the Mr. Nuri has a strict and even
was used. The participant observers in this case study are Kemal` s authoritarian personality.
classmates Can and Levent. The participant observers Can and
Levent were asked to report without any prejudice and neutrally
about the incident between Kemal and his teacher Mr. Nuri. The Case narrative
stories reported by the participant observers were taped and written
down by the researcher in order to be used as a case study. Kemal is sometimes late for class. It cannot be said that he has
Semi-structured interviews were carried out with the participants good marks and the teachers would not say that he is a popular
involved in a conflict and participant observers in order to increase student. Mr. Nuri is Kemal`s mathematics teacher. Kemal was late
the reliability of the study. The interviews were intended to reveal all in class again when this conflict occurred. Mr. Nuri was standing at
perspectives on the conflict, and the feelings of all involved. Thus, it the blackboard and giving his lesson when Kemal has knocked on
became possible to gather appropriate data. The interviews with the the door and entered the class. Kemal apologized for being late and
parties involved in the conflict and the participant observers were wanted to go to his desk when Mr. Nuri angrily shouted at him: “I
taped and written down by the researcher for the purposes of am bored with your being late. The others cannot concentrate on
analysis. the subject matter because of you. You are not a competent
As part of the “Analysis of the case study”, by applying the rules student. The next time you are late I will not let you enter the class”.
of conflict management and with the data gathered through Kemal wanted to explain something; however, Mr. Nuri did not let
interviews with the parties involved in a conflict and the participant him talk and ordered him to sit down. For the rest of the lesson, Mr.
observers, this case was commented on in order to clarify the Nuri concentrated on Kemal. He was annoyed by everything; he
dimensions of such conflicts as well as the reasons for them. was upset when Kemal was talking to his classmates or when he
Descriptive data analysis, which is a part of qualitative data made no contributions to the lesson. Most of the lesson passed, not
analysis, was used for the analysis of the data gathered through in teaching, but in the teasing of Kemal. Kemal could not
interviews with participant observers and all parties involved in the concentrate on the lesson.
conflict. After the lesson Kemal went with his classmate Levent to the
staff room and wanted to talk to Mr. Nuri. However, though Mr. Nuri
was not pleased, he accepted the request to talk with Kemal. Kemal
Data on the characteristics of the teacher and students told Mr. Nuri that he was living far away from school and that his
involved in a conflict family’s financial situation was worsening. He added that he had to
walk to school every morning and is therefore late for the lessons
It is very useful to know something of the character of both parties sometimes. Mr. Nuri listened to him without saying a word and then
involved in a conflict, in this case that of Kemal and Mr. Nuri. Mr. said: ”It makes no difference, the reasons you have listed, this is
Nuri is 42 years old and he has been working as a mathematics not an apology. I do not want you to be late again. You will have to
teacher for 19 years. Kemal is 14 years old and is attending the 8th bear the consequences, if you are late again”. He ended the
class. Kemal is an introverted character and has difficulty in finding conversation, not allowing Kemal to say anything further.
friends. Generally, he is calm and adapts himself to others. As he
has a calm and adaptable personality Kemal has hardly any
problems with his classmates. Mr. Nuri is a severe and very strict RESULTS
teacher who constantly asserts his authority. Unfortunately, it
cannot be said that he is a popular teacher. His students describe
him as an angry and authoritarian person. Analysis of the case narrative

The conflict reported in this case study occurred between

The observation process for determining the personal and the mathematics teacher Mr. Nuri and his student Kemal.
behavioural characteristics of the people in the case study
It may be understood that there were many reasons why
In order to increase the trustworthiness of the analysis of the case the connflict between Mr. Nuri and Kemal took place,
study in the research, Kemal and the teacher Mr. Nuri were especially if we take the relationships and data into
observed at school two days per week over the course of one consideration.
month at the school. Meanwhile, the relationship of Kemal with his
friends and his teachers both during the lessons and in the breaks
was observed. The relationship of the teacher Mr. Nuri with his
students and his behaviours during the lessons were also
Reasons for conflicts concerning the relationship
observed. As a result of the observations made, it was observed
that Kemal strengthened his relationship with his friends and Misunderstanding, prejudice, fixed judgments
enjoyed time with his friends both in lessons and in the breaks. In
the lessons, Kemal was very respectful to his teachers. Over the Kemal has poor marks and is sometimes late for the
period of observation, he did nothing to disrupt the process of his
lessons. However, Kemal was not interested in his lessons. The
lesson. Nuri knows these characteristics of Kemal and
observation period revealed that though Kemal got on well with his has his fixed prejudice. Mr. Nuri possibly would not have
friends and that he was respectful and followed the rules and order treated one of his students who has good marks and is
 Özgan 149

rarely late, in the way he has treated Kemal for the rest of as well as my students` concentration on the lesson is
the lesson. disturbed. If I did not warn him, then Kemal would be
more often late for the lesson. I ignored his behaviour a
few times. However, I could not keep ignoring it”.
Lack of communication In this conflict situation which took place in the
classroom, Mr. Nuri chose the “domination strategy”.
Mr. Nuri only knows that Kemal is not doing well in school Kemal was unfortunately not given the chance to declare
and is late for the lessons. He does not know Kemal’s why he was late and he was subject to insinuating
financial situation, his family or his personal problems. remarks throughout the lesson. Mr. Nuri clearly showed
This conflict could have probably have been avoided, if his power over the students. Mr. Nuri`s behaviour made
Mr. Nuri had known Kemal better. The school has a Kemal defend himself. As Kemal could not answer back
predominant climate which could also have contributed to verbally, he defended himself by acting in a way that
the lack of communication between Kemal and Mr. Nuri. would not be acceptable to his teacher. Can, one of the
participating observers, was asked to explain his views
on the conflict between Kemal and Mr. Nuri for the rest of
Ongoing Negative Behaviour the lesson. Can`s answers show that Mr. Nuri teased
Kemal in various ways and wielded his power over Kemal
There is no doubt that Kemal’s negative behaviour, such in an inept way. Can explained:
as his bad marks and his late arrival, prepared the
ground for the conflict. “Kemal and Levent were sitting next to each other. Our
teacher, Mr. Nuri, was annoyed when Kemal entered the
classroom. Mr. Nuri teased Kemal throughout the lesson.
Reasons for conflict concerning data I do not really think that Kemal did anything to annoy Mr.
Nuri. From time to time he was talking to Levent, but very
Lack of Information and Wrong Information quietly. We all talk to our bench neighbour, don’t we? But
Mr. Nuri took against Kemal, and was therefore against
Mr. Nuri does not know the reasons for Kemal` s late every single thing he did”.
arrival at school and believes that Kemal has no
particular reason. The lack of information and wrong The fact that Mr. Nuri did not know anything about Kemal
information Mr. Nuri had had about Kemal led to that kind was possibly one of the most important factors for this
of behaviour causing such a conflict. The fact is that there conflict situation. Mr. Nuri said that:
is insufficient communication between teachers and
students at schools, this means Mr. Nuri and his “There are too many students in the school. It is
colleagues either have insufficient information on their impossible to know everyone’s problems. I have to treat
students, or indeed no information at all. Such a poor them all equally. Therefore, I refuse to know about the
working communication system between teachers and personal problems of my students”.
students causes a lot of visible and invisible conflicts
between teachers and their students. This lack of communication between Mr. Nuri and Kemal
This conflict situation between Kemal and his teacher led to an expansion of the conflict situation. However,
Mr. Nuri can be described as a “potential conflict”. This had Mr. Nuri not refused to know his students personally,
conflict belongs to the group of “potential conflicts” as this conflict situation between him and Kemal would
there were inequalities in Kemal`s and Mr. Nuri`s power probably have not occurred. Levent, one of the
and roles. The behavioural characteristics of Kemal and participating observers, declared:
his teacher Nuri were thought to affect the course of
Case Study. Therefore, the data obtained in the “Mr. Nuri does not talk to us so often. We only talk with
observation made before the research were also used in him during the lessons and our conversation is solely
the analysis and commendation of the sample case. based on the subjects. I believe that his behaviour leaves
There is no doubt that Kemal`s negative personal no room for other conversation. He is very strict with us
character laid the foundations for such a conflict. Mr. Nuri and, as a result, we do not talk to him unless it is about
was especially annoyed by Kemal because his lesson the lesson.”
was interrupted and the students’ concentration was
disturbed when Kemal was late for the lesson. The Levent`s words confirmed Mr. Nuri`s own statement. Mr.
following statement from Mr. Nuri`s clearly shows his Nuri`s statement as well as Levent`s opinion show that
underlying reaction towards Kemal when he was late there is a weak tie between himself and his students.
again. “Kemal is student who is sometimes late for the Kemal made a considerable effort to try to solve the
lesson. Every time when he is late both my concentration conflict situation between himself and his teacher when
150 Educ. Res. Rev.

he visited his teacher after the lesson in order to explain him. So I accompanied him. However, Mr. Nuri did not
the reason for being late. However, it is quite clear that understand him. He did not offer any solution and he did
Mr. Nuri refused to respond to Kemal’s well-intentioned not appreciate the problem. This really made Kemal feel
step. In such a case, it would have been better had the sad.
teacher shown that he was apologetic about the conflict
and let Kemal know that he understood the problem. The It is clearly revealed that Mr. Nuri applied a domination
golden rule for solving any conflict situation is to make strategy throughout the whole of the lesson. He also
sure that both parties involved in a conflict understand continued to apply this strategy when Kemal tried to talk
each other and that each party gets the message that to him after the lesson. Mr. Nuri ignored Kemal`s views
they have been fully understood. Kemal does not really and wishes, thus showing the usage of the domination
believe that his teacher Mr. Nuri understands him. strategy. There is no doubt that Mr. Nuri`s domination
Kemal`s statement on the conflict between him and his strategy also had a psychological impact on Kemal.
teacher Mr. Nuri shows that a certain period of Kemal explains his overall experience of the conflict thus:
understanding each other is necessary in conflicts: “I feel so sorry because I am late for the lessons from
time to time and it made me feel worse to see that my
“I apologised to my teacher about being late and he teacher did not understand me. I know that nobody
teased me for the rest of the lesson. I went to the staff understands my situation in relation to this”.
room and told him the reason for this incident. He refused Kemal already regrets the conflict between himself and
to understand me and he became angry”. his teacher as he knows that it is not right to be late for
the lessons. However, it made him feel bad to be treated
Kemal believes that the fact that his teacher does not in this way for something which was not intentional.
know him personally and the lack of communication Levent gave the following answer when he was asked
between him and the teacher were the reasons why the about Kemal`s feelings after the conflict situation and
conflict occured. Mr. Nuri had to show Kemal that he was how he have behaved for the rest of the day in other
sorry about the conflict and had to try to find ways to lessons: “He was in a bad mood after his conversation
avoid any similar possible conflicts in the future. Mr. Nuri with Mr. Nuri. Generally we joke around during the
had to solve the conflict by applying a strategy of breaks; however, Kemal was in a bad mood on that day.
cooperation and compromise. “Did you talk to Kemal He could not concentrate on the lessons”.
about this conflict afterwards? Did you take any attempts Levent`s statement clearly shows that the conflict had
to solve the problem?” were the questions Mr. Nuri was been very upsetting for Kemal. For the rest of the day,
asked and he gave the following answers: Kemal was thinking about the situation he had
experienced as well as what his teacher had said. Kemal
“Kemal explained the situation to me after the lesson. It was introverted and vacant as he believed that nobody
does not matter what the reasons were, as I do not allow understood him. His psychology also was also reflected
my students to interrupt my lesson. I am sure that after in his response to his other lessons. He could not
such a conversation Kemal will not repeat this behaviour”. concentrate on the lessons as he was thinking about the
conflict situation all the time. The plot revealed by the
Mr. Nuri is convinced that the way he treated Kemal Case Study conducted on Kemal and the teacher Mr.
badly during the lesson, and their conversation after the Nuri and the behaviours of Kemal and Nuri teacher are in
lesson, has resolved the conflict between him and Kemal. accord with the results of the observation made before
However, Kemal`s statement clearly shows that he was the case study. This is also confirmed by the
not really happy about the solution: “I really do my best to explanations of the participant observers.
be on time. I have never missed my lessons intentionally.
My teacher does not want to see this fact. Although I
explained the situation to him, he was not appreciative of Discussion and Conclusions
this”.
Kemal thinks that he does his best to be on time and There are conflict situations in schools as there are in
believes that there should be another solution for the every single institution and organisation. It is of great
conflict. After the lesson Kemal and his classmate Levent importance that attempts are made to successfully
went together to their teacher. Levent says: resolve conflicts, not only for personal reasons, but also
for the sake of the institutions, this has to be done as
Kemal was really sad about what had happened. Kemal conflicts cannot be ignored or avoided. Conflict situations
does not want to be late for the lessons. He was really can negatively affect the teachers´ performance as well
sad to be treated this way for a thing he does not do as the performance of the institutions. A teacher is
intentionally. He asked me to accompany him when he successful if he knows his students personally, is
wanted to talk to Mr. Nuri and to explain the situation to proficient in his subject, knows the strategies of learning
 Özgan 151

and educating and knows how to cope with conflicts domination strategy the teacher indirectly tells the student
successfully. However, if teachers are not proficient in that his/her feelings are not important enough. This
solving conflicts, the effects can be wide-ranging. If it is makes the student feel that he/she is of little value. Such
thought that teachers educate individuals who are part of a psychology will not only reflect on the students’
society, then every single example of negative behaviour relationship to the teacher but also on all relationships.
on the part of teachers can cause great damage to that Those negative feelings might also contribute to a
society. Therefore, it is of great importance that teachers decrease in student achievement in school.
know the strategies of conflict management. However, the domination strategy seems to affect not
only the students but also the teacher may be negatively
affected by his/her own choice. Özgan (2006) stated the
The dimension of conflict sources moods of basic school teachers are also negatively
affected by conflicts with their students. Although the rate
The basis for the conflict between Kemal and his teacher of negative strategies seemed low, students reported that
Mr. Nuri is marked by factors such as a lack of teachers at times punished students, using corporal
communication, misunderstanding, prejudice and fixed punishment, getting angry, complaining about students to
opinions, continuing negative behaviour, insufficient and the principal, being sarcastic, sending students to the
wrong information and misunderstanding of the data. The discipline committee, reprimanding and threatening (Atıcı,
most frequently seen reasons for the basic conflicts 2007). The climate in the classroom will probably be
school teachers face are: pressure, proving ones changed in a negative way as the choice made by the
position, lack of information and knowledge and teachers will lead to a corrupt relationship with their
differences in education and culture (Özgan, 2006). This students. This might affect the overall period of education
case study shows that it is important for teachers to know negatively. Teaching in a negative climate and a decline
their students personally. in achievement can put the teachers psychologically
under pressure.
The basis for a positive classroom climate is provided
The dimension of preferred success strategy and its by conflict management. Managing conflicts successfully
conclusions and a positive classroom climate affect the relationship
between teacher and students. Research shows that a
Mr. Nuri made it difficult to solve the conflict by his positive classroom climate is characterized by active and
applying a domination strategy. However, better results cooperative interaction between a teacher and students
for both parts involved in the conflict could have been who are motivated. The school climate has been widely
reached, had Mr. Nuri chosen cooperation and perceived as a critical factor in successful schools and as
compromise strategies. Empathy was necessary for the a litmus test for student academic achievement (Shin and
right type of conflict management. Knowing Kemal`s Koh, 2007).
problem was the key point for the conflict solving. The This case study shows that Kemal was introverted and
organizational model argues that empathic tendencies of was not able to concentrate on the lessons as he felt bad.
the individual may influence specific relationship This shows that the domination strategy applied by Mr.
behaviours such as conflict management (Wied et al., Nuri also affected Kemal`s academic achievement.
2007). Heydenberk and Heydenberk (2007) explained that the
Wrong choices made by teachers negatively affect the relationship between teachers and students also effects
psychology of students and teachers as well as the students academically. Roesner et al. (1996) studied the
relation between teachers and students, and it does not mediating role of attachment or belonging on academic
contribute to a solution. The students might think that all achievement. Students' perceptions of the school
communication methods are blocked with the teacher as environment and students' relationships with teachers
soon as the teacher applies the domination strategy in shape their school-related beliefs, sense of school
conflict situations. In the dominating strategy, one of the belonging, and academic achievement. Özgan (1999) in
parties attempts to impose his/her own resolution to the his master’s thesis concerning the effects of an empathic
other party by using his/her power in various ways. In classroom climate and students` achievements found that
fact, this includes enforcement rather than a resolution the achievements of students who believe that there is an
(Karip, 2003). empathic classroom climate is at a high level.
It is clear that by applying this type of strategy the The results show that teachers generally chose the
teacher gives the message to his students that all forms domination strategy in conflicts with their students. The
of communication are blocked, and all the wishes and fact that teachers do not have enough information about
opinions of the students are to be ignored. This choice their students and the insufficient communication between
endangers the teacher-student relationship not only for teachers and students are contributing to conflicts
the period of conflict but also longer term. By applying the between students and teachers. The teachers negatively
152 Educ. Res. Rev.

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