| Abstract |
The present study investigates the beliefs of kindergarten teachers in the prefecture of Chania regarding the frictions that arise within the school unit and how they are managed by the school community. More specifically, this work consists of the theoretical framework, which refers to the definition of conflict that arises between teachers. The communication framework that exists in school community is explored. The definition of conflict, its types and what are the causes that were created within the school unit are also analyzed. The stages that the conflict will go through but also the consequences that it can cause. In addition, we will explore what techniques are chosen by individuals inside the school community to manage them. In the second part of the research the method is analyzed, the purpose is clarified, and the research questions of the research are formulated. In addition, the research tool and the sample that participated in the research are mentioned. The research started in May 2019 and ended in December 2019. The sample of the research was the kindergarten teachers, who work in public, private and special kindergartens, in the Prefecture of Chania. The questionnaires that were given were 120 and were returned completed back to 80. Then, the rest of the questionnaires were sent via E-mail and were answered automatically through the Google docs application. The questionnaire was answered by both the principals and the kindergarten teachers, in order to find out what technique they use when there are conflicts between teachers in the area of the school units. The results were analyzed and processed with the statistical program SPSS 21.0. The results of the research showed that to a large extent there is a positive communication framework in the schools of the prefecture of Chania, something that proves that conflicts between colleagues are rarely created. According to the results, the person who manages the frictions is the head of the school when the reasons are official, while when it comes to personal reasons, the stakeholders themselves face tensions with each other for the smooth operation of the school unit. The techniques they take are of integration and compromise and cooperation while in the last positions they are of avoidance and power in both cases. In addition, according to the correlations made, we observed that there is no correlation between the employment relationship (permanent or alternate) with the occurrence of conflicts in the school unit. We have not yet seen him affected by the assumption of the position of head teacher. However, where there was a correlation is in the training that teachers have.
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Η διαχείριση των συγκρούσεων μεταξύ των νηπιαγωγών από τη σχολική κοινότητα
