This quantitative study was conducted to investigate the preferred conflict-management behaviors of small-school principals in Texas Education Service Center regions five, six, and seven. The problem facing the small-school principal in conflict-management was knowing how and when to behave towards campus teachers in order to further the goals of the school system and satisfy the needs of its teachers. The study focused on the principal-teacher relationship and the five possible preferred conflict-management behaviors - competing, collaborating, compromise, avoiding, and accommodating. The abilities of gender and experience were analyzed as possible predictors of the preferred conflict-management behaviors of small-school principals. Using a logistical regression analysis, the predictive abilities of gender and experience were evaluated by using the Thomas-Kilmann Instrument in relation to five possible preferred conflict-management behaviors of small-school principals toward teachers. The instrument identified frequencies of preferred conflict-management behaviors. Based on existing literature, the null hypotheses posited that neither gender nor experience would have a significant predictive effect (.05 alpha level) on the preferred conflict-management behaviors of the small-school campus principals under examination. Results indicated that gender could not predict a clear preference for any of the five possible conflict-management behaviors. Thus, the null was not rejected concerning gender. Also, experience was found to have no significant effect on the prediction of collaborating, avoiding, and accommodating. However, findings revealed that experience had a significant positive relationship to a preference for competing behaviors; and experience also had a significant negative relationship to a preference for compromising behaviors in the group of small-campus principals. Findings indicated that more experience came with an increased preference for competing and a decreased preference for compromising behaviors. The study sought to address a gap in the literature as related to the preferred conflict-management behaviors of small-school principals in the principal-teacher relationship. Societal changes and differences in school administrator and teacher viewpoints have necessitated that school principals acquire and improve conflict-management skills in advancing student achievement. By focusing on the small-school principal-teacher relationship and the variables of gender and experience the study contributed to the research-base surrounding small-school campuses. Findings suggested the need for a renewed emphasis on conflict-management skills in principal preparation programs.

ABSTRACT THE EXAMINATION OF GUIDANCE AND RESEARCH CENTERS&rsquo / ADMINISTRATORS&rsquo / CONFLICT MANAGEMENT STRATEGIES WITH THE PERCEPTIONS OF SELF AND TEACHERS Cebeci, S&uuml / lbiye M.S., Department of Educational Sciences Supervisor: Prof. Dr. Hasan SimSek September 2006, 136 pages The purpose of this study is to examine conflict management strategies of administrators who are working in Guidance &amp / Research Centers (GRCs) of Central Anatolia with the perceptions of teachers and administrators themselves. The subjects of this study included 30 administrators and 141 teachers who worked in the 30 GRCs in 13 cities of Central Anatolia of Turkey. Data collection was carried out by using quantitative techniques. A survey technique was used to collect data. A questionnaire which was translated to Turkish by G&uuml / m&uuml / Seli (1994) from The Rahim Organizational Conflict Inventory II (ROCI II) to identify administrators&rsquo / conflict management strategies was used to collect data. The questionnaire has two parallel forms, one for administrators to rate themselves and the other for teachers to rate administrators. Administrators&rsquo / self-ratings of their own coflict management strategies and teachers&rsquo / ratings of administrators&rsquo / conflict management strategies were measured with a 5-point likert scale. In addition, the data related with demographic characteristics of both teachers and administrators were gathered by demographic inventory. Demographic Inventory (DI) was developed by the researcher to provide basic demographic information about participants. Descriptive statistics and SPSS 14.0 were utilized to analyze data. The results revealed that concerning rank ordering of styles, both administrators and teachers indicated administrators as using the Integrating style of handling conflict first, followed by Compromising, Obliging, Avoiding, and Dominating. The data did not reveal rank order of differences between the perceptions of administrators and teachers. The study also revealed that with the perceptions of self, administrators used integrating style at 5th level (strongly agree), compromising style at 4th level (agree), obliging style at 3rd level (undecided), dominating and avoiding style at 2nd level (disagree). On the other hand, with the perceptions of teachers, administrators used Integrating and Compromising style at 4th level (agree), obliging and avoiding style at 3rd level (undecided), dominating style at 2nd level (disagree). Keywords: Conflict management, conflict management strategies, conflict management strategies of administrators, educational administrators.

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A research report submitted to the Faculty of Humanities of the University of Witwatersrand in partial fulfilment of the requirements for the degree of Masters of Arts in International Relations, 2017 / The international community's dynamics have undergone significant changes since 1990s. Famine, economic, security, and ethnic and religious animosities have greatly contributed to the emergence of conflicts globally. Preventive approaches, tools and structures in dealing with emerging conflicts rapidly became global trend. Early warning systems (EWS) were such preventive tools that bodies such as the African Union (AU) and the three regional economic communities (RECs) in Southern and West Africa and the Horn of Africa adopted to prevent conflicts on the African continent. [Abbreviated Abstract. Open document to view full version] / XL2018

The literature on civil war termination has argued that comprehensive peace agreements and third-party guarantees that provide verification, support, or enforcement of agreement implementation contribute to the successful settlement of civil wars. Yet, there is to date no systematic study of the complex process by which guarantees are first given and then fulfilled while accounting for the strategic context within which this process occurs. This dissertation explores how potential guarantors’ perceptions of their own and of the conflict parties’ interests and means influence whether and what type of guarantee they give. I show that a guarantor’s interests and capacity as well as its expectations of the conflict parties’ commitment problems and preferences affect its decision to give a specific type of guarantee in support of intrastate conflict resolution. In particular, a potential guarantor’s material and structural capacity determines the type of guarantee they are likely to give. In addition, a potential guarantor’s perception that the conflict parties prefer a negotiated settlement over continued fighting increases its expectations of a successful guarantee and thus makes a guarantee more likely. I test the theoretical hypotheses using statistical analysis, case study research, and in-depth interviews. The dissertation contributes to a better understanding of when and what types of third-party guarantees are given with the aim of supporting the successful implementation of peace agreements to end civil conflict. My findings provide a foundation for subsequent research on the effects of third-party guarantees on the peace process.

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My thesis is based on a qualitative study in which I have selected six professional teachers in a school in Greater Stockholm, and their views on the phenomenon of conflict management. My questions were the following. How teachers perceive the phenomenon of conflict in the world of school? What strategies do teachers use to resolve conflicts with students? In order to analyze my informants, I have chosen different books that deal with conflict man-agement, policy documents and books on the teaching profession meaning. Through my investigation I found that some teachers used tools and strategies through expe-rience and reflections, and resolve conflicts together or individually. My informants described that there are some teachers how choose to hide and pretend not to see the problem. Other teachers have developed various methods and dared to venture into the conflict and make the conflict as a challenge. Conflict Fear is something that many of my informants mention when some teachers are hid-ing then it is important to work with their own fears in order to develop as a teacher.

As the component partners of the international joint venture (JV) are from different nationalities of which have the diversities of cultural and concepts and the other factors of societies or the political impact. All these factors not only increased the complexity in organization management, but also reduced efficiency of organization. The case company is an international JV specialized in the field of Environmental protection with professionalism recognition and reputation in Taiwan. The mutual cooperation between both parties mainly based on project execution with the foreign joint venture company providing specialized technique and know-how assistance in project execution. And the case company responsible for internal management mechanism and daily operation under mutual common consensus. However, learning after the execution of few joint venture projects, we found out further improvements could be taken in considering of the diversity of culture, concepts and management from both sides. This research is focused on how to efficiently implement the value of JV and gain competitive advantages via case study, the research conclusion summarized as below. 1.The cultural diversity from both sides mainly displays on ideology as well as the values aspect. Therefore, to enhance understanding with each other is necessary in order to effectively reduce the cultural diversity from both sides. To minimize the cultural diversity will increase harmony in communication and coordination and promote higher chance to avoid the possibility of potential conflicts. 2.Before the cooperation taking place, both parties should align their concepts in company goal as well as strategy, management, operation etc., to ensure the achievement of win-win situation. 3.The experience shares: The knowledge exchange and sharing will be contributive to both sides in the way of more understanding both present situations. In the process of mutual cooperation, the occurrences of miscommunication can be attributable to the foreign joint venture company does not fully understand the local market trend and is doubtful about its potential risks. To optimize the joint venture company to have a comprehension of Taiwan enterprises and to share the experiences gained from previous mutual cooperation to facilitate mutual understanding in view of each other standpoint. 4.Increases own organization wisdom capital: The foreign joint company indeed has more specialized technology and finance resources and always takes trust attitude on mutual cooperation. Nevertheless, the foreign joint company still has the hesitancy on the executive capability of project experiences of the case company. The case company should accelerate to accumulate its own organization wisdom capital on professionalism and the technical knowledge in order to lowering risk appraisal by the foreign joint venture company. In this regard, the case company could create more opportunities of mutual cooperation in future special case cooperation in terms of utilizing its own wisdom capital.