In psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis. A person enters into conflict in a situation that is significant to him and only when he does not see an opportunity to change it (in this case, actions take the form of attack or defense), but usually he tries not to complicate the relationship and maintain restraint. In relation to an individual subject, conflicts are internal and external. The first include intrapersonal; the second - interpersonal, between the individual and the group, intergroup.

Intrapersonal conflict is the confrontation of various tendencies within the personality itself. Such conflict situations are typical of very conscientious and thorough people. Intrapersonal conflicts arise due to such circumstances as:

The need to choose between mutually exclusive options for action, each of which is equally desirable;

Discrepancy between external requirements and internal position,

Ambiguity in the perception of the situation, goals and means of achieving them, especially when it is necessary to act actively;

Ambiguity in the perception of needs and opportunities to satisfy them;

The inability to realize oneself in work, and therefore dissatisfaction with it.

In general, most often we are talking about “choice in conditions of abundance” (motivational conflict) or “choice of the least evil” (role conflict). Intrapersonal conflict occurs when conflicting demands are placed on one person. Intrapersonal conflict can also arise as a result of production requirements are not consistent with personal needs or values. Intrapersonal conflict manifests itself as a response to work overload or underload.

Interpersonal conflicts are believed to be 75-80% generated by the clash of material interests of individual subjects, although outwardly this manifests itself as a discrepancy in characters, personal views or moral values, since, in reacting to a situation, a person acts in accordance with his views and character traits, and different people behave differently in the same situations. This type is perhaps the most common. For managers, such conflicts present the greatest difficulty because all their actions, regardless of whether they are related to the conflict or not, will first of all be viewed through the prism of this conflict. Most often, such a conflict represents a manager’s struggle for limited resources, labor, finance. Everyone believes that if resources are limited, then he must convince his superiors to allocate them to him and not to another manager.

Conflicts between an individual and a group are mainly due to the discrepancy between individual and group norms behavior. Due to the fact that production groups establish norms of behavior and performance, it happens that the expectations of the group are in conflict with the expectations of individuals. In this case, a conflict arises. In other words, a conflict arises between an individual and a group if this individual takes a position that differs from the position of the group. A conflict between an individual and a group can arise when a leader accepts obviously unpopular, harsh, forced decisions.

Organizations are made up of many formal and informal groups. Even in the best organizations, conflicts can arise between them, which are called intergroup conflicts. Intergroup conflicts arise from differences in views and interests. Conflicts can arise in the interaction of stable micro-groups within a given group. Such groups, as a rule, exist within any small social community; their number ranges from two to 6-8 people, with mini-groups of 3 people most often appearing. More numerous subgroups, as a rule, are not very stable. Mini-groups play a big role in the life of the group as a whole. Their relationships influence the general climate of the group and productivity. The leader in his activities must also act with an eye on the reaction of mini-groups, especially those of them that occupy dominant positions.

Based on their duration, conflicts can be divided into short-term and protracted. Short-term ones are the result of misunderstandings or mistakes that are quickly realized. Protracted ones are associated with deep moral psychological trauma or objective difficulties. The duration depends on the subject of the controversy, on the character traits of the people involved. Long-term conflicts are very dangerous, because in them conflicting individuals consolidate their negative state. The frequency of conflict can cause deep or lasting tension in relationships.

By nature, conflicts are usually divided into objective and subjective. Objective ones are associated with real-life problems, shortcomings, and violations that arise in the process of functioning and development of the organization. Subjective ones are caused by differences in personal assessments of certain events or relationships between people. Thus, in some cases we can talk about the presence of a certain object in the conflict; in others - about its absence. Opinions that take place in the views and assessments of people constitute the subject of conflict, and then they speak of substantive conflicts; but these differences may be imaginary. For example, if people simply express their opinions differently, then the conflict turns out to be not only subjective, but also pointless. Objective conflicts are always objective, but this characteristic does not always apply to subjective ones. Since objective conflicts are associated with real events intra-organizational life and usually require practical changes in its foundations, they are called business. Subjective conflicts, generated, in essence, by people’s overflowing emotions, are also called emotional, personal.

According to their consequences, conflicts are divided into non-constructive and destructive. Constructive ones presuppose the possibility of rational transformations, as a result of which the object of the conflict itself is eliminated. When handled correctly, this type of conflict can bring great benefits to an organization. If the conflict has no real basis and is not created, therefore, there are no opportunities for improving intra-organizational processes, it turns out to be destructive, since it first destroys the system of relations between people, and then introduces disorganization into the course of objective processes. In constructive conflicts, the parties do not go beyond ethical norms, while destructive ones, in essence, are based on their violation, as well as on the psychological incompatibility of people. The laws of intra-organizational conflict are such that any constructive conflict, if not resolved in a timely manner, turns into destructive. In many ways, the transformation of a constructive conflict into a destructive one is associated with the personality traits of its participants themselves. Novosibirsk scientists F. Borodkin and N. Koryak identify six types of “conflict” personalities who, voluntarily or unwittingly, provoke additional clashes with others. These include:

1) demonstrative, striving to be the center of attention, becoming the initiator of disputes in which they show excessive emotions;

2) rigid, with high self-esteem, not taking into account the interests of others, uncritical of their actions, painfully touchy, inclined to take out evil on others;

3) uncontrollable, characterized by impulsiveness, aggressiveness, unpredictability of behavior, and poor self-control;

4) ultra-precise, characterized by excessive demands, suspiciousness, pettiness, and suspicion;

5) purposefully conflict-oriented, considering conflict as a means of achieving their own goals, inclined to manipulate others in their own interests;

6) conflict-free people who, with their desire to please everyone, only create new conflicts.

Conflicts are classified according to the degree of their reaction to what is happening:

fast-flowing conflicts are characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits, mental health personalities;

acute long-term conflicts - arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

mild, sluggish conflicts - typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict.

mild, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear that seem to proceed mildly, then the prognosis may be unfavorable. At the same time, conflicting individuals, having found themselves in a favorable situation, often do not show themselves as such.

The specificity of pedagogical work lies in the fact that the work of a teacher, despite the fact that it relates to socionomic activity (according to the classification of types of activities by E. N. Klimov), proceeds individually, as the work of a single person. Working with the student body one on one, the teacher, as a rule, is under strong mental stress, because he must actively regulate both his own behavior and the behavior of students in different situations. “Such an initially increased neuropsychic load increases the likelihood of maladaptive regulation of intellectual and emotional sphere» .

It should be noted that teachers react sharply to the assessment of their personal data. The teacher is used to evaluating others. It is very difficult for him to agree with the conclusions that the unfavorable development of the pedagogical situation is often predetermined by his own personal and professional weaknesses and shortcomings. In addition, most teachers have high personal anxiety, due to which they tend to exaggerate, dramatize events, or fall into dull psychological defense.

As you know, a demographic feature of the teaching staff is that 83% of school teachers are women. According to experts, in gender-homogeneous teams, interpersonal conflicts become more frequent, which ultimately affect the business sphere of employee relations and develop into business conflicts that do not contribute to the normal development of personality and the effectiveness of the educational process. The following contradiction is also significant: different claims and expectations, different value orientations, different psychophysical capabilities of teachers united by one professional activity in a common social space and time.

There are two sides to the life of the teaching staff: formal (functional and business) and informal - emotional and personal. Psychological unity in society can be achieved through joint activities and healthy interpersonal relationships. Differentiation in the sphere of functional-status relations gives rise to social inequality, which also provokes psychological tension.

The causes of conflicts are quite varied. Sometimes you can see several reasons at once. The start of the conflict was caused by one reason, and another gave it a protracted nature.

Pedagogical activities reflect the general laws of objective reality. It would be incorrect to try to determine the causes of conflicts that relate specifically to teaching practice. In his professional activity, a teacher builds interpersonal relationships not only with children, but also with adults (colleagues, administration).

Let us consider the causes of interpersonal conflicts, giving them a possible measure of generality.

One of the probable reasons may be the “division of a common object of claim” (challenging material wealth, leadership position, recognition of fame, popularity, priority...).

Infringement of self-esteem.

The source of conflict is often disconfirmation of role expectations. An aggravation of interpersonal interactions and relationships can arise due to the lack of an interesting business, prospects, which increases hostility and masks selfishness, unwillingness to reckon with comrades and colleagues.

Conflict relationships may be based on substantive and business disagreements. On the one hand, they often contribute to joint activities and the search for possible ways to bring points of view together, but on the other hand, they can serve as simple camouflage, an outer shell.

The cause of interpersonal and intergroup conflicts is the divergence of norms of communication and behavior. A similar reason can cause conflicts between an individual and a group, representatives of different regions of ethnic groups.

Conflict of instant emotional release.

The next possible cause of conflicts is conflicts due to the relative psychological incompatibility of people who, due to circumstances, are forced into daily contact with each other.

Conflict of values.

But it is also possible to identify specific causes of pedagogical conflicts.

Conflicts related to the organization of teachers' work;

Conflicts arising from leadership style;

Conflicts caused by teachers’ bias in assessing students’ knowledge and behavior.

The Teacher-Administrator conflict is very common and the most difficult to overcome. The general characteristics of relationships in teaching teams are as follows: 43% of school teachers are not satisfied with the leadership style of school principals, and only 16.4% expressed satisfaction with the leadership practice.

Let us highlight the specific causes of Teacher-Administrator conflicts.

Insufficiently clear delineation between the school administrators themselves of the sphere of managerial influence, often leading to “double” subordination of the teacher;

Strict regulation of school life, evaluative and imperative nature of the application of requirements;

Shifting “other people’s” responsibilities onto the teacher;

Unplanned (unexpected) forms of control over the teacher’s activities;

Inadequacy of the team management style to the level of its social development;

Frequent changes in management;

Underestimation by the manager of the professional ambition of the teacher;

Violation of psychological and didactic principles of moral and material incentives for teacher work;

Uneven workload of teachers with public assignments;

Violation of the principle of an individual approach to the teacher’s personality;

Prejudicial attitude of the teacher towards students;

Systematic underestimation;

Unauthorized establishment by the teacher of the number and forms of testing students' knowledge, not provided for by the program and sharply exceeding the standard educational load of children.

The most significant causes of conflicts between teachers and principals are indicated by the following empirical data: one of the reasons for dissatisfaction with the management style is the lack of leadership experience of the majority of school principals. When enough great experience teaching activities, many of them lack practical experience in management activities.

For teachers, two circumstances have the greatest psychological burden: the possibility of personal and professional self-realization and satisfaction with the leadership style of the teaching staff. There is a current assertion that the main cause of conflicts in the teaching staff is dissatisfaction with the material reward for their work and low level Society's recognition of the teaching profession has not been categorically confirmed. How can this be explained? In our opinion, the high civic responsibility of our teachers, which corresponds to their social purpose as the intelligentsia, as well as the doom of the salary they receive.

School directors note that they have friendly relations with members of teaching staff. Teachers, in turn, note that these relationships are only formal. This disproportion in the answers (37.9% and 73.4%) suggests that many school principals do not have an objective idea of ​​the actual relationship between them and the teaching staff. The study showed that school principals have a very limited arsenal tools conflict regulation.

It has been established that teachers aged 40 to 50 years often perceive control over their activities as a challenge that threatens their authority; After 50 years, teachers experience constant anxiety, often manifested in severe irritation and emotional breakdowns leading to conflicts. The presence of crisis periods of personality development (for example, a midlife crisis) also exacerbates the possibility of conflict situations.

Every fifth teacher considers the situation in the teaching staff to be quite difficult. The majority of directors believe that existing conflicts do not destabilize the work of the team. This once again confirms the underestimation by school leaders of the existing problem of conflicts in teaching staff.

An analysis of the relationships that have developed in teaching teams showed that the majority of teachers (37.9%) noted that they had friendly relations with the school administration and (73.4%) of the surveyed teachers noted that they had friendly relations with their work colleagues .

Specific causes of teacher-teacher conflicts.

1. Conflicts caused by the peculiarities of relations between subjects of pedagogical conflicts:

Between young teachers and experienced teachers;

Between teachers teaching various items(for example, between physicists and linguistics);

Between teachers teaching the same subject;

Between teachers who have a title, official status (teacher of the highest category, head of a methodological association) and those who do not have them;

Between teachers primary classes and middle management;

Between teachers whose children study at the same school, etc.

Specific causes of conflicts between teachers whose children study at school may be:

Teachers' dissatisfaction with the attitude of their colleagues towards their own child;

Insufficient assistance and control over the own children of teachers-mothers due to the enormous professional workload;

The peculiarity of the position of the teacher’s child in school society (always “in sight”) and the mother-teacher’s feelings about this, creating a constant “field of tension” around her;

It is extremely common for teachers to contact their colleagues whose children are studying at school with requests, comments, and complaints about their child’s behavior and studies.

2. Conflicts “provoked” (usually unintentionally) by the administration of the educational institution:

Biased or uneven distribution of resources (for example, offices, technical means training);

Unsuccessful selection of teachers in one parallel in terms of their psychological compatibility;

Indirect “collision” of teachers (comparison of classes in terms of academic performance, performance discipline, elevation of one teacher at the expense of humiliation of another, or comparison with someone else).

Each of the conflicts is caused by its own reasons. Let us consider, for example, the possible causes of conflicts between a novice specialist and a teacher with extensive experience in school. A lack of understanding of the role of life experience in assessing the environment, especially the behavior and attitude of young teachers towards the teaching profession, often leads to the fact that a teacher over fifty years of age more often fixes his attention on the negative aspects of modern youth. On the one hand, the canonization of one’s own experience, the opposition of the moral and aesthetic tastes of generations by experienced teachers, on the other hand, inflated self-esteem and professional mistakes of young teachers can serve as causes of conflicts between them.

A more in-depth study of the causes of conflicts of the “Teacher-teacher” type is one of the promising areas of research into pedagogical conflicts in school.

It seems important to designate the structure of the reasons that provoke the manifestation of a conflict-generating state of both the individual student or teacher and the school society itself. Knowledge of these reasons allows us to objectively determine the conditions that give rise to them. And therefore, by influencing these conditions, it is possible to purposefully influence the manifestation of real cause-and-effect relationships, that is, what determines the emergence of a conflict and the nature of its consequences.

In pedagogy and psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis. In relation to an individual subject, conflicts are internal and external. The first include intrapersonal; the second - interpersonal, between the individual and the group, intergroup. Based on their duration, conflicts can be divided into short-term and protracted. By nature, conflicts are usually divided into objective and subjective. According to their consequences: constructive and destructive. Conflicts are classified according to the degree of their reaction to what is happening: fast-moving; acute long-term; mild, sluggish; mild, fast-moving conflicts. Knowing the causes and conditions of school conflicts, it is possible to better understand the nature of the conflict itself, and therefore determine methods of influencing it or models of behavior during it. The specificity of pedagogical work lies in the fact that the work of a teacher proceeds individually. Working with the student body one-on-one, the teacher, as a rule, is under strong mental stress; he must actively regulate both his own behavior and the behavior of students in various situations. A demographic feature of the teaching staff is that 83% of school teachers are women. According to experts, in gender-homogeneous teams, interpersonal conflicts become more frequent, which ultimately affect the business sphere of employee relations and develop into business conflicts that do not contribute to the normal development of personality and the effectiveness of the educational process.

CONTENTS INTRODUCTION Chapter 1. The concept of conflict. 1.1. Definition of conflict. 1.2. Typology of conflict. Causes of conflicts. 1.3. The main stages of the conflict. 1.4. Structure of the conflict. 1.5. Basic styles of leader behavior in conflict situations. 1.6. Map of the conflict. 1.7. Conflict resolution in the personal and emotional sphere. Chapter 2. Teaching staff. 2.1. Structure of the teaching staff. 2.2. Director and teacher. 2.2.1. What do teachers expect from the principal? 2.3. Psychological restructuring of a “difficult” teacher. Chapter 3. Conflicts in the teaching staff. 3.1. The main factors influencing conflict in the teaching staff. 3.2. Causes of conflicts. 3.3. Ways to resolve conflicts. 3.4. Conflicts between directors and head teachers. 3.5. Difficulties in managing teaching staff. PRACTICAL PART 4.1. Goals, objectives, object of research. 4.2. Results and conclusions. CONCLUSION List of used literature. INTRODUCTION Who doesn’t know the ancient legend about the “Babylonian Pandemonium” - about the unlucky builders “ Tower of Babel”, who were unable to complete the work they started only because they spoke different languages ​​and could not understand each other. Since time immemorial, people have understood the truth: successful joint work is possible only when its participants can come to an agreement and find a common language. In our time - a time of scientific, technical and social progress - there is a continuous complication of business relationships between people in the process of activity. At the same time, the role of the psychological factor, human relations and communication in work collectives increases immeasurably. This is fully manifested in teaching teams. Today, more than ever, the decisive role of the personal factor in the educational process in schools has become obvious. The personality of the teacher and the leader of the teaching staff is what determines the favorable climate in the school. The human factor in school includes the psychological and socio-psychological characteristics of managers and teachers. These are the interests, desires and aspirations of people, their expectations from each other, character traits and abilities, the accumulated stock of knowledge, abilities, skills and habits. These are the mental properties and states of the teaching staff, their mood, creative and moral microclimate, cohesion, labor and managerial activity, psychological compatibility, authority, etc. Therefore, the formation of a favorable psychological climate in teaching staff is necessary for friendly creative work , for favorable conflict resolution, is becoming an increasingly pressing issue in modern schools. Therefore, the purpose of this work is to clarify the impact of conflicts on the teaching staff. To achieve this goal it was necessary to solve the following problems: . Study theoretical material on this problem. . Select methods appropriate to the problem. . Determine the sample (respondents) with the help of which the practical part of the work will be carried out (on whom the research will be conducted). . Conduct research. . Process the results and compare them with each other. . Draw conclusions. I The concept of conflict. 1.1. Definition of conflict. What is conflict? In psychology, conflict is defined as “a collision of oppositely directed, mutually incompatible tendencies, a single episode in the mind, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences.” This shows that the basis of conflict situations in a group between individuals is a clash between opposing interests, opinions, goals, and different ideas about how to achieve them. 1.2. Typology of conflict. Causes of conflicts. In social psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis. So, for example, the conflict can be intrapersonal between family sympathies and the manager’s sense of duty), interpersonal (between the manager and his deputy regarding a position, a bonus between employees); between an individual and the organization to which he belongs; between organizations or groups of the same or different status. It is also possible to classify conflicts horizontally (between ordinary employees who are not subordinate to each other), vertically (between people who are subordinate to each other) and mixed, in which both are represented. The most common conflicts are vertical and mixed. On average they make up 70-80% of all others. They are also the most undesirable for a leader, since in them he is, as it were, “tied hand and foot.” The fact is that in this case, every action of the manager is considered by all employees through the prism of this conflict. Classification according to the nature of the reasons that caused the conflict is also acceptable. It is not possible to list all the reasons for the conflict. But in general, it is caused, as R.L. Krichevsky points out in the book “If you are a leader, by the following three groups of reasons, conditioned by: · the labor process; · the psychological characteristics of human relationships, that is, their likes and dislikes, cultural and ethnic differences of people , actions of the leader, poor psychological communication, etc.; personal identity of group members, for example, inability to control their emotional condition , aggressiveness, lack of communication, tactlessness. Conflicts are distinguished by their significance for the organization, as well as the method of resolving them. There are constructive and destructive conflicts. Constructive conflicts are characterized by disagreements that affect fundamental parties, problems of the life of the organization, and its members, and the resolution of which takes the organization to a new higher and more effective level of development. Destructive conflicts lead to negative, often destructive actions, which sometimes develop into squabbles and other negative phenomena, which leads to a sharp decrease in the effectiveness of the group or organization. 1.3. The main stages of the conflict. Conflicts, despite their specificity and diversity, generally have common stages of progression: the stage of potential formation of conflicting interests, values, norms; the stage of transition of a potential conflict into a real one or the stage of awareness by the participants in the conflict of their correctly or falsely understood interests; stage of conflict actions; stage of removing or resolving the conflict. 1.4. Structure of the conflict. In addition, each conflict also has a more or less clearly defined structure. In any conflict there is an object of a conflict situation, associated either with technological and organizational difficulties, peculiarities of remuneration, or with the specifics of business and personal relations of the conflicting parties. The second element of the conflict is the goals, subjective motives of its participants, determined by their views and beliefs, material and spiritual interests. Further, the conflict presupposes the presence of opponents, specific individuals who are its participants. And finally, in any conflict it is important to distinguish the immediate cause of the conflict from its true causes, which are often hidden. It is important for a practicing leader to remember that as long as all the listed elements of the conflict structure exist (except for the reason), it cannot be eliminated. An attempt to end a conflict situation by force or persuasion leads to its growth and expansion by attracting new individuals, groups or organizations. Therefore, it is necessary to eliminate at least one of the existing elements of the conflict structure. 1.5 Basic styles of leader behavior in a conflict situation. Experts have developed many recommendations concerning various aspects of people’s behavior in conflict situations, the selection of appropriate behavioral strategies and means of conflict resolution, as well as its management. Let us consider, first of all, a person’s behavior in a conflict situation from the point of view of its compliance with psychological standards. This model of behavior is based on the ideas of E. Melibruda, Siegert and Laite. Its essence is as follows. It is believed that constructive conflict resolution depends on the following factors: . adequacy of the perception of the conflict, that is, a fairly accurate assessment of the actions and intentions of both the enemy and one’s own, not distorted by personal biases; . openness and effectiveness of communication, readiness for a comprehensive discussion of problems, when participants honestly express their views, understanding of what is happening and ways out of a conflict situation, creating an atmosphere of mutual trust and cooperation. It is also useful for a manager to know what character traits and behavioral characteristics are characteristic of a conflict personality. Summarizing the research of psychologists, we can say that such qualities may include the following: inadequate self-esteem of one’s capabilities and abilities, which can be either overestimated or underestimated. In both cases, it may contradict the adequate assessment of others - and the ground is ready for a conflict to arise; the desire to dominate, at all costs, where it is possible and impossible; conservatism of thinking, views, beliefs, unwillingness to overcome outdated traditions; excessive adherence to principles and straightforwardness in statements and judgments, the desire to tell the truth face to face at any cost; a certain set of emotional personality traits: anxiety, aggressiveness, stubbornness, irritability. K.U. Thomas and R.H. Kilman developed the most appropriate basic strategies for behavior in a conflict situation. They point out that there are five basic styles of conflict behavior: accommodation, compromise, cooperation, ignoring, rivalry or competition. The style of behavior in a particular conflict, they point out, is determined by the extent to which you want to satisfy your own interests, while acting passively or actively, and the interests of the other party, acting jointly or individually. Here are recommendations for the most appropriate use of a particular style, depending on the specific situation and the nature of the person’s personality. The style of competition and rivalry can be used by a person who has a strong will, sufficient authority, power, who is not very interested in cooperation with the other party and who seeks first of all to satisfy his own interests. It can be used if the outcome of the conflict is very important to you and you place a big bet on your solution to the problem; you have sufficient power and authority, and it seems obvious to you that the solution you propose is the best; feel that you have no other choice and have nothing to lose; must make an unpopular decision and you have enough authority to choose this step; interact with subordinates who prefer an authoritarian style. However, it should be borne in mind that this is not a style that can be used in close personal relationships, since it cannot cause anything other than a feeling of alienation. It is also inappropriate to use it in a situation where you do not have sufficient power, and your point of view on some issue differs from the point of view of your boss. The cooperative style can be used if, while defending your own interests, you are forced to take into account the needs and desires of the other party. This style is the most difficult as it requires longer work. The purpose of its application is to develop a long-term mutually beneficial solution. This style requires the ability to explain your desires, listen to each other, and restrain your emotions. The absence of one of these factors makes this style ineffective. To resolve a conflict, this style can be used in the following situations: you need to find common decision , if each of the approaches to the problem is important and does not allow compromise solutions; you have a long-term, strong and interdependent relationship with the other party; the main goal is to gain joint work experience; the parties are able to listen to each other and outline the essence of their interests; it is necessary to integrate points of view and strengthen the personal involvement of employees in activities. Compromise style. Its essence lies in the fact that the parties seek to resolve differences through mutual concessions. In this regard, it is somewhat reminiscent of the style of cooperation, but it is carried out on a more superficial level, since the parties are inferior to each other in some way. This style is the most effective, both parties want the same thing, but know that it is impossible to achieve at the same time. For example, the desire to occupy the same position or the same work premises. When using this style, the emphasis is not on a solution that satisfies the interests of both parties, but on an option that can be expressed in the words: “We cannot fully fulfill our desires, therefore, it is necessary to come to a solution with which each of us could agree." This approach to conflict resolution can be used in the following situations: both sides have equally convincing arguments and have the same power; satisfying your desire does not matter too much to you; you may be satisfied with a temporary solution because there is no time to develop another, or other approaches to solving the problem turned out to be ineffective; compromise will allow you to gain at least something rather than lose everything. The avoidance style usually occurs when the issue at hand is not that important to you, you do not stand up for your rights, do not cooperate with anyone to develop a solution, and do not want to spend time and effort on solving it. This style is also recommended in cases where one of the parties has more power or feels that he is in the wrong, or believes that there are no serious reasons for continuing contact. The avoidance style can be recommended for use in the following situations: the source of disagreement is trivial and unimportant for you compared to other more important tasks, and therefore you believe that it is not worth wasting energy on it; you know that you cannot or even do not want to resolve the issue in your favor; you have little power to solve the problem in the way you want; want to buy time to study the situation and obtain additional information before making any decision; trying to solve the problem immediately is dangerous, since opening and openly discussing the conflict can only worsen the situation; subordinates themselves can successfully resolve the conflict; You've had a hard day, and solving this problem may bring additional troubles. One should not think that this style is an escape from a problem or an evasion of responsibility. In fact, leaving or delaying may be an appropriate response to a conflict situation, since in the meantime it may resolve itself, or you can deal with it later when you have sufficient information and a desire to resolve it. An accommodating style means that you work cooperatively with the other party, but do not try to advance your own interests in order to smooth the atmosphere and restore a normal working atmosphere. Thomas and Kilmann believe that this style is most effective when the outcome of the case is extremely important to the other party and not very significant to you, or when you are sacrificing your own interests for the benefit of the other party. The adaptation style can be applied in the following most typical situations: the most important task is to restore calm and stability, rather than resolve the conflict; the subject of the disagreement is not important to you or you are not particularly concerned about what happened; you think that it is better to maintain good relationships with other people than to defend your own point of view; realize that the truth is not on your side; feel like you don't have enough power or a chance to win. Just as no leadership style can be effective in all situations without exception, none of the conflict resolution styles discussed can be singled out as the best. We must learn to use each of them effectively and consciously make one or another choice, taking into account specific circumstances. 1.6 Map of the conflict. For more successful conflict resolution, it is advisable not only to choose a style, but also to draw up a map of the conflict, developed by H. Cornelius and S. Fair. Its essence is as follows: · define the conflict problem in general terms. For example, if there is a conflict over the amount of work being performed, draw up a load distribution chart; · find out who is involved in the conflict (individuals, groups, departments or organizations); · identify the true needs and concerns of each of the main parties to the conflict. Drawing up such a map, according to experts, will allow: 1) to limit the discussion to a certain formal framework, which will greatly help to avoid excessive manifestations of emotions, since people can restrain themselves while drawing up a map; 2) create the opportunity to jointly discuss the problem, express to people their demands and desires; 3) understand both your own point of view and the point of view of others; 4) create an atmosphere of empathy, i.e. the opportunity to see a problem through the eyes of other people and to recognize the opinions of people who previously believed that they were not understood; 5) choose new ways to resolve the conflict. But before moving on to resolving the conflict, try to answer the following questions: do you want a favorable outcome; what you need to do to better control your emotions; how would you feel in the place of the conflicting parties; is a mediator needed to resolve the conflict; in what atmosphere (situation) people could better open up, find a common language and develop their own solutions. 1.7 Conflict resolution in the personal and emotional sphere. However, the manager has to resolve conflicts not only in a business form, but also in the personal and emotional sphere. When resolving them, other methods are used, since in them, as a rule, it is difficult to identify the object of disagreement and there is no conflict of interests. How should a leader with a “conflict personality” behave? There is only one way - to “pick up the key”. To do this, try to see in him a friend and the best features (qualities) of his personality, since you will no longer be able to change either his system of views and values, or his psychological characteristics and characteristics of the nervous system. If they were unable to “find the key to him,” then there is only one remedy left - to transfer such a person to the category of spontaneous action. Thus, in a conflict situation or when dealing with a difficult person, you should use the approach that is most appropriate for the particular circumstances and in which you feel most comfortable. The best advisers in choosing the optimal approach to conflict resolution are life experience and the desire not to complicate the situation and not bring a person to stress. You can, for example, reach a compromise, adapt to the needs of another person (especially a partner or loved one); persistently pursue the realization of one’s true interests in another aspect; avoid discussing a conflict issue if it is not very important to you; use a collaborative style to satisfy the most important interests of both parties. Therefore, the best way to resolve a conflict situation is to consciously choose the optimal behavior strategy. II Teaching staff. 2.1. Structure of the teaching staff. As you know, any team, including teachers, is a type of social group. Previously, the main feature of a collective, which distinguishes it from a diffuse group (a simple accumulation of people), was seen in the fact that it is engaged in socially necessary activities that subordinate the interests of the individual to the interests of society. It was believed: the stronger such subordination, the better. According to some, human relations in a team are also permeated mainly with social motives. Relationships arising from personal needs were treated as of little value or even harmful, indicating their imperfection. Here is one of the typical definitions of a team: “A team is a group of people that is part of society, united by common goals of joint activities, subordinate to the goals of this society.” However, in a real team, relations between the individual and society are built on the basis of harmonization of their interests, and not subordination. And it is precisely such a team that has signs indicating high quality implementation of target and socio-psychological functions of management: organization, cohesion, self-government and development (improvement), compliance of activities with the interests of both society and the individual. TARGET FUNCTIONS, being basic, give the team a certain structure (by which we mean the relationships that develop between people). It distinguishes two sections: business and socio-psychological. Business structure "serves" production function, expressing the needs of society (in school these are the needs of organizing the educational process). It consists of business interaction arising in the course of the performance of their official duties by teachers and school leaders. These interactions in the vertical section (between supervisees and managers) are predominantly managerial in nature, and in the horizontal sector (between teachers) they are professional and pedagogical and, to a lesser extent, managerial (when people participate in management). In the business structure, central positions are occupied by managers with administrative powers. The socio-psychological structure consists of connections that are of a psychological nature. They consist of invisible emotional "threads" - likes and dislikes, respect, disrespect and other forms of spiritual connections called interpersonal relationships. In this structure, the positions of team members are also not equal: some enjoy more love and respect, that is, they have a high socio-psychological status, while others have a low status, since they have little sympathy. There are also isolated teachers who are neglected by colleagues and managers. A high socio-psychological status gives a person great moral power - informal authority, which opens up the opportunity to influence other people. Team members who have a predominant influence on the thoughts, feelings and actions of others due to their higher informal authority (an advantageous position in the system of interpersonal relations) are called leaders. The concepts of “informal authority” and “leader” characterize a person’s place in the socio-psychological structure of the team. This structure is subordinated primarily to the social function of management - it serves the needs and interests of teachers. Therefore, those who make the greatest contribution to meeting the needs of their comrades and fight for their interests become authorities and leaders. A team is well managed when its business and socio-psychological structures coincide or are very close. This means: leaders, especially the school director and his deputies, must at the same time be leaders and enjoy the greatest informal authority. If the main leaders in the school are ordinary teachers, this can complicate the activities of leaders. Successful management requires, at a minimum, the support of the administration from leaders. If the administration pulls the team in one direction, and informal leaders in the other, there can be no productive work. Often there are negative leaders in a team who have a negative impact on it. In such cases, the problem of their psychological isolation from others arises by debunking their authority in the teaching staff. The presence of negative leaders usually indicates the immaturity of the team and its moral distress. Since the team performs both production and social functions, then its members are assessed not only by business qualities, but also by moral-communicative, cultural-aesthetic and others so necessary to satisfy the spiritual needs of the individual: responsiveness, goodwill, mercy and kindness, respect, modesty, sociability, broad general culture, making people interesting and attractive in communication, and other human qualities. Where the teacher is seen only as a worker, there is no real team, just as there is no team where business qualities are not valued. The team is strong due to the personalities included in it. Therefore, their free development, the disclosure of all their talents is the most important condition for creating a full-fledged team. But freedom does not mean permissiveness. Democracy, responsibility and discipline are indissoluble. Coordinated joint work is based on common standards that are mandatory for all teachers. These norms are established democratically and are based on decisions made by the collective. The point of people's participation in management is precisely that the norms regulating their behavior are developed jointly and express the interests of everyone - both the teachers themselves and society as a whole. In socio-psychological terms important indicator The success of the harmonizing activities of leaders is the perfection of the criteria for teachers to evaluate their colleagues: if they value both business and human qualities in each other, if they promote constructive leaders from among them who help them work and live well, then this means that the teaching staff is managed correctly. 2.2.Director and teacher The relationship between the director and teacher forms the main link in the socio-psychological structure of the teaching staff. In them, the component called authority is especially important. AUTHORITY characterizes a person’s place in the system of interpersonal relationships, his status. It is especially important in the activities of a leader. As our research has shown, directors of schools and vocational schools, who occupy opposite poles in terms of the effectiveness of educational work, differ most in the magnitude of their authority in the teaching staff. In this regard, many researchers believe that the main secrets of success in managing people must be sought in the ability of managers to gain authority in the managed team. The classics of Marxism considered authority to be a prerequisite for the successful organization of joint labor activity. Authority performs two main socio-psychological functions: it helps to rally the team around the leader and strengthens his influence on those being led. As A. S. Makarenko emphasized, “in order for the teaching staff to become responsible, serious educators, there is only one way - uniting them into a team, uniting them around a certain figure, the center of the teaching team - the director.” The problem of authority, which has interested people since ancient times, still remains poorly developed. Various concepts have been put forward to explain its nature. According to some foreign scientists, authority largely depends on the innate properties of a person (Freudianism, sociometry, etc.). According to others, its origins should be sought in group interaction: a person gains authority if he makes a useful contribution to solving a common problem (interactionism). Undoubtedly, the qualities of a person that contribute to the success of the group’s activities constitute an important basis for his authority. But authority is associated not only with the peculiarities of interaction in small group , but bears the stamp of values ​​and norms inherent in the entire society, class or social stratum. The point of view of researchers who consider authority as a type of value attitude of surrounding people towards an individual is more justified. According to this approach, the status of an individual depends on the degree to which his qualities and behavior correspond to the value orientations, requirements and expectations of group members. Since value orientations reflect not only intragroup interests, but also the interests, norms and values ​​of the entire society, it follows that authority has deep social roots that go far beyond the narrow framework of intragroup needs and values. From a psychological point of view, authority is the result of fixing positive emotions and evaluations on the subject, expressing the satisfaction of group members. In its developed form, this is a relatively stable attitude towards another person, which is expressed primarily in feelings of trust and respect for him. This is precisely why the attitude towards authority differs from situational experiences of satisfaction with another person. Due to the fact that an authoritative person is a person who corresponds to the value orientations of others, she acquires socio-psychological attractiveness and acts as a core that unites and rallies them around herself. People's expectations are largely determined by their specific social status, and in working conditions - by the position they perform. Therefore, what is valued in a person first of all are the qualities necessary for successful work. But this is the general situation. The real patterns of the formation of authority do not fit into a simple formula - the “specific weight” of various qualities in the formation of a leader’s authority is not always precisely determined by the degree of their official significance. In particular, because each group tends to attach increased importance to those qualities of the leader that are more important for interacting with its members, satisfying its needs and interests. The objective significance of a person’s qualities becomes the basis of his authority to the extent that it is perceived as important and significant by the people around him. In a democratic society, along with business qualities, the humanistic personality traits of the leader, his ideological and political qualities, and the ability to rely on subordinates are of great value to team members. It is thanks to these traits that, first of all, he becomes the leader of the team and gains its authority. In the process of restructuring our society, the role of these qualities in the formation of the authority of a manager will increasingly increase. Finally, it is necessary to emphasize the following point, which is important for understanding the nature of authority. The subjective value of any object is determined not only by its real significance, but also by the degree of scarcity. As already noted, people always value more what is not very widespread and what they lack. When an object fully satisfies the corresponding need, a person seems to stop noticing and appreciating it - emotional adaptation occurs. Deficiency (in the socio-psychological sense) is an indicator of the incomplete correspondence of certain objects or their properties to the needs and requirements of a given social group. The psychological tendency to value, first of all, what is in short supply extends to the sphere of interpersonal relations in the management-subordination system: in a given manager, under all other conditions (with equal job significance), those positive qualities that are less expressed in other managers are more valued and are scarce for them . Therefore, authority primarily arises on the basis of the mechanism of “scarcity”. Among the components of authority, trust plays a particularly important role. It determines the degree of “openness” of a person to the judgments and assessments of another person, readiness to accept them without significant critical evaluation. Trust grows from faith - the conviction that another person has certain merits, confidence that he acts competently and correctly, will not let him down in a difficult situation, and will show sincerity and good will. The function of trust in the communication process is to compensate for the currently missing objective evidence in favor of the truth of the other person’s words, knowledge and intentions and to ensure sustainable cooperation between them. Trust in a leader is the main condition for his effective influence on those being led. Thus, the example of a person who enjoyed the trust of the masses was the Bolshevik leader Ya. Sverdlov. “Only he,” said V.I. Lenin, “managed to win such a position that... one word from him was enough to indisputably, without any consultations, without any formal voting, the issue was resolved once and for all, and for everyone there was complete confidence that the issue was resolved on the basis of such practical knowledge and such organizational instinct that not only hundreds and thousands of advanced workers, but also the masses would consider this decision to be final.” Trust significantly restructures interpersonal perception. The actions of a trustworthy person may seem correct even in cases where they are not impeccable from a professional or moral point of view. If his actions allow different interpretations , under the influence of trust, they are perceived only in a favorable light: good intentions are attributed to them, rather, positive aspects are noticed in them. Errors and shortcomings of a person invested with trust are often not noticed or seem insignificant and accidental. On the contrary, in the absence of trust, all a person’s words and actions are called into question. His thoughts seem shallow and not worthy of attention, his kindness seems insincere and has a hidden meaning, his advice is perceived as frivolous and incompetent. Every opportunity is used to interpret his actions in a negative light, to devalue them. This often leads to conflicts and the inability to engage in common business. Therefore, an untrustworthy leader is unable to direct the activities of subordinates and cooperate with them. Trust in a leader depends on how reliable he is from a business and moral point of view, on the consistency and systematic manifestation of his professional and human qualities. And what specific qualities most elevate the director in the teaching staff and make his personality authoritative in the eyes of teachers? As already noted, teachers’ respect for the director most of all depends on his moral and communicative qualities, which are most in short supply, and to the least extent on administrative and managerial qualities, which are quite clearly expressed. According to this indicator, professional and business qualities took a position between them. Undoubtedly, demandingness is one of the objectively important qualities. But it is not so closely connected with authority. Why? Because it is in first place among directors in terms of development level. The same can be said about hard work. Of course, managers also approve of the teacher’s moral qualities, his responsiveness, politeness, and respect. But they don't take the lead. The reason for this is that they are not very scarce: when communicating with the director, subordinates are most often correct and helpful. Research results show that the principal's relationship with the teacher is built primarily according to the mechanism of "assistance", then - "boomerang" and "consonance". The external attractiveness of the teacher also matters, although it closes the prestigious row. So, the director loves the teacher, first of all, for his “controllability”: if he listens to comments, shows modesty, recognizes the authority of the leader, does not challenge his instructions, and is unobstinate. Therefore, the independence of the teacher is valued low (second to last place), as is his intervention in management affairs: demanding of colleagues, the ability to openly criticize their shortcomings took only seventeenth and twentieth places out of twenty-two. Therefore, the director’s first requirement for the teacher is to be obedient and submissive, and not “stick your head out.” In third place are conscientiousness and responsibility in work, love for students. Closely related to them is the willingness to do any job well, without expecting reward. Here the mechanism of “assistance” clearly comes to the fore: the director loves the teacher for good work. However, creative initiative is not very welcome to them - it is in tenth place in importance. Love for the teaching profession and teaching skills are rated even lower - in 16th and 18th places, that is, they were lost among outsiders. This means that when it comes to good work, school leaders understand by this, first of all, obedience, conscientiousness in following orders, and readiness to do whatever they say without complaint. Of course, managers also approve of the teacher’s moral qualities, his responsiveness, politeness, and respect. But they don't take the lead. The reason for this is that they are not very scarce: when communicating with the director, subordinates are most often correct and helpful. Research results show that the principal's relationship with the teacher is built primarily according to the mechanism of "assistance", then - "boomerang" and "consonance". The external attractiveness of the teacher also matters, although it closes the prestigious row. Based on these data, one can reproach the director for taking an overly pragmatic approach to teachers, neglecting the creative side of their activities and even their professional competence, on the one hand, and for excessively overestimating the purely performing qualities of his subordinates, on the other. But by and large this is unlikely to be fair. The fact is that under the conditions of a command-administrative and bureaucratic management system, the directors themselves were assessed according to the same criteria. Few of the inspectors delved into the quality of the educational process or paid attention to the creative passion of the teaching staff. On the contrary: bright, bold creativity was often suppressed and put school leaders under attack. Therefore, it is natural that the director looked at the teacher primarily through the eyes of an administrator, caring only about external order and discipline. Only a restructuring of the management style in public education will allow us to get rid of this flaw and enrich the substantive palette of relationships between leaders and teachers. 2.2.1.What do teachers expect from the principal? The effectiveness of interaction between the teaching staff and its leaders depends on the extent to which their personality and behavior correspond to the expectations, interests and value orientations of teachers. Expectation is a mental state that reflects the probability of the manifestation of a significant property of some object or the occurrence of a certain event. Expectations are born under the influence of life experience. But they are also influenced by propaganda. Thus, by painting the image of a modern leader, the media contribute to the formation of teachers’ ideas about what today’s leaders should and should not be like. Expectation is not only a representation, but also an internal attitude that expresses human needs. When we wait for something, we tune in to the occurrence of a very specific event, the repetition of some familiar experience. This is a “promised” meeting with something. When the likelihood of an encounter is high, the expectation gains confidence and strength. If for some reason what we want does not happen, we experience either disappointment or joy, depending on what was expected - a pleasant or unpleasant event. A school principal who meets or exceeds the good expectations of teachers will undoubtedly have the emotional support of the team, high informal status and chances of success at work. Therefore, he needs to know which qualities and features of his behavior teachers value in him most and which ones less. His ability to predict and consciously regulate his relationships with teachers and find mutual understanding with them depends on this. To clarify these questions large group teaching staff were given a questionnaire listing 50 qualities that are important in the work of a leader. The task of the respondents was to rate on a five-point scale the degree of their importance for the school director." In order to obtain comparative data, head teachers, district heads and school directors themselves were also asked to fill out a similar questionnaire: as you know, things are better known by comparison. It was assumed that people performing different social roles and occupying different positions in relation to the director will have unequal expectations regarding his personality and activities. Based on the results of the study, prestigious series of director qualities were compiled, in which each quality has a certain ranking place, ranging from 1 to 5 (depending on the importance attached to it by representatives of a particular social group (teachers, head teachers, etc.). As the data obtained showed, the prestigious series of qualities, compiled according to the responses of various social groups, largely coincide. Thus, and the directors themselves, and teachers, and head teachers, and district heads attach paramount importance to such qualities of a school leader as ideological conviction, honesty, fairness, objectivity, hard work, love for children and school, discipline and diligence. All of them were among the most expected qualities (in the top ten of the ranked series). Self-demandingness, self-criticism, tact and politeness, knowledge of pedagogy and psychology, personal pedagogical skill, and the ability to provide methodological assistance to teachers are also highly valued. The focus on the director's personal example in work is clearly expressed among all groups of respondents, and especially among teachers. According to them, “personal example, hard work, discipline and self-demandingness are the main things for a director.” The requirement to be an example also applies to most professional and business qualities. “To educate people of the future,” teachers write, “you need to give your heart to children, to love children as A. S. Makarenko, J. Korczak, V. A. Sukhomlinsky loved them.” It is also often noted in written and oral interviews great importance business competence of the director, his comprehensive knowledge of the pedagogical process and modern problems of pedagogy and psychology, personal pedagogical skill. Almost all respondents attach somewhat less importance to organizational qualities - the exactingness, initiative, ingenuity of the director, his ability to create a creative atmosphere in the team, identify and disseminate best practices, organize interesting life students at school (15-32nd places), clearly formulate their demands, systematically monitor, rally the team, consult with teachers, create a healthy public opinion in the team, solve economic issues, etc. Readers’ attention should be drawn to the fact that respondents (with the exception of teachers) clearly underestimate the importance of some relevant organizational qualities. Thus, they assigned only 25-36th places to the director’s ability to rely on the team (create public opinion, consult with teachers, trust them, notice the positive in them, unforgiving and easy-going attitude, etc.). Meanwhile, these qualities are necessary components of the main feature of the director’s leadership style—collectivism at work. In the third group, the most important qualities were determination and self-confidence, external representativeness, the ability to trust students, cheerfulness and optimism (39-45th places). It is curious that all respondents ranked wit and humor last. Such a large and friendly disregard for humor, cheerfulness, and wit seems somewhat unexpected in the light of current ideas about the role of these qualities for a leader. External representativeness also took a more honorable place in the prestigious ranks. Apparently, this is explained by the fact that the authoritarian atmosphere prevailing in many schools and the tense teaching everyday life, filled with anxieties and worries, do not really encourage teachers to joke, but rather put them in a serious mood. So all groups pedagogical environment correctly understand many of the requirements for the personality of a director. The data obtained indicate the objectivity of the main content of the socio-psychological expectations of these groups from the head of the school and competence public opinion in many matters (though not all). Teachers focus primarily on the ideological, moral and communicative qualities of the leader, then on his competence and administrative skills. 2.3. Psychological restructuring of a “difficult” teacher. The teaching staff is heterogeneous in its composition. There are teachers who are extremely conscientious in their work and are constantly focused on creativity. They are often idols for children, they achieve high results in its activities. For them there is no problem of psychological restructuring: they keep pace with life or in some ways even get ahead of it. But there are teachers of the opposite type. For one reason or another, they pull school back: in some cases - because of low professional culture; in others - incompatibility, inability to cooperate with colleagues and managers. As the survey showed, such teachers can be found in almost all schools. What are the psychological characteristics of “difficult” teachers? Directors and head teachers usually talk about “difficult” ones like this: this is a teacher “unscrupulous”, “quarrelsome”, “irresponsible”, “arrogant”, “immodest”, “criticism”, “complainer”, “dishonest”, “non-executive”, “ undisciplined”, etc. Answering the question: “What should a “difficult” teacher change first?”, they write: “We must do our work conscientiously, and not try to shift it to others. Always finish the job we start, accept criticism, respect others more”, “Do not engage in gossip, do not be two-faced, greedy, secretive, do not push gullible people on the sly to do provocative actions”, “Do not shout too much during lessons and breaks, be more tactful, modest, do not stick yourself out at every step, don’t be envious,” “Don’t treat the matter formally, but root for it more,” “Don’t be angry, don’t write anonymous letters, complaints, be kinder to people,” etc. When they compared the “average” psychological portrait of the most “difficult” and most pleasant teacher for you, it turned out that they differ most in their ability to correctly perceive criticism, modesty, conscientiousness and hard work, willingness to do any job well (and not just the one for which they are paid), kindness and responsiveness, love for students and school (differences of about 2 points on a five-point scale). The smallest differences were found in the degree of independence in work, erudition and versatility of interests, in the level of teaching skills, demands on colleagues and a creative approach to work. This means that what most often makes a teacher “difficult” or “easy” for a leader is character traits that express attitudes toward people and work, rather than low professional competence. It follows that for school leaders the most important qualities of a teacher are controllability (primarily attitude to critical comments), conscientiousness in work (creativity is not necessary), and goodwill in communication. If these qualities are absent, the teacher usually becomes “difficult.” For a number of years, at the faculty of advanced training for school leaders at the Kazan Pedagogical Institute, taking into account the requests of students, we conducted a seminar on the topic “Ways to restructure the behavior of a “difficult” teacher.” It discussed specific situations from the experience of managers. At the same time, the seminar was used to study the characteristics of a “difficult” teacher and determine possible methods of influencing him depending on the type of “difficulty”. In total, more than three hundred characteristics of “difficult” teachers were collected, and several of the most common types were identified. A “difficult” teacher most often needs re-education, changing relationships with people, changing certain character traits. To rebuild his behavior, it is important to establish emotional contact with him, and then exert the necessary influence through evaluative relationships. As we will see later, when working with “difficult” people, methods aimed at regulating interpersonal relationships are most often used. The first, most common type of “difficult” teacher is NON-CONTACT. He has negative attitudes towards managers, manifested primarily in intolerance to their comments and advice, and aggressive reactions. This is, as a rule, a good teacher, but with hypertrophied self-esteem and vulnerable pride. The method of working with him should be designed to destroy negative attitudes and form interpersonal contact (based on the mechanisms of “response” and “assistance”, etc.). But here we must take into account the following. Under ordinary, normal conditions, it is very difficult for these teachers to make contact - it is almost impossible to “drive up” to them with a kind word or a smile, hoping for reciprocity, since this runs into an emotional barrier: mistrust, hostility. Success usually comes only when the teacher finds himself in an unfavorable situation and is in dire need of support (a situation of “support deficit”). The second type of difficult teacher is the “REBEL”. Most often, the difficulty manifests itself in overly harsh, often groundless criticism of managers. This behavior is caused by dissatisfaction with one's position. The teacher believes that his achievements do not receive due recognition, and that he should play a more active role in the team. The main method of influencing such teachers is to change their role and elevate their personality, satisfying their claims (if they deserve it). It is noteworthy that the “rebels” are especially aggressive towards the new head of the school - an outsider. They often declare real war on him, trying to prevent him from joining the team and establishing himself as a leader. The third type of “difficult” is the UNCONSCIOUS, loose-lipped teacher. The main method of his psychological restructuring is collective condemnation. But it is not always possible to influence an individual through a team. Sometimes there are unscrupulous teachers who are attractive in person and enjoy the emotional support of their colleagues. If you bring the issue of their work to a meeting, you may not receive support from team members. Strong interpersonal ties that reinforce the desire to “not spoil relationships” with fellow workers often deter people from speaking critically. And we have to take this into account. Only the public opinion of the teaching staff that is united on the basis of the interests of a common cause and is accustomed to openness and the open expression of their thoughts and assessments operates “flawlessly.” To gain support from the team, managers often have to do a lot of preparatory work. Sometimes it can last for months. At this time, the main efforts are directed at rallying the largest number of teachers around school leaders and at psychologically isolating the “difficult” teacher from his colleagues. Relying on public organizations and vivid convincing examples, it is important to show everyone how much harm an unscrupulous teacher causes to the common cause. At this time, it is undesirable to pay attention to minor shortcomings in the work of other teachers: you cannot fight many at the same time. Criticism usually alienates team members from the leader for some time. People who have themselves recently been condemned will not criticize their comrade at the meeting and will take a position of non-interference. At this time, all efforts should be aimed at isolating the “difficult” and accumulating strength to solve the main task - conducting an effective discussion. Before the decisive meeting, the leader must know exactly who will support him and approximately what part of the team will remain silent. For a cause to be successful, it is not at all necessary that a lot of people come forward. If 4-5 people unanimously express their sincere indignation, it will sound like a collective protest against a negligent employee and will have a fairly strong emotional impact on him. Sometimes, for the psychological restructuring of the teacher, discussion in a team can be supplemented with another method - setting a condition. When the teacher is not very “difficult” or the “difficulty” is associated with his low professional competence, one can effectively use methods of education, individual conversation, designed, rather, for retraining. In this case, success is usually achieved only after long-term individual work. As we see, each type of “difficult” teacher requires school leaders to use specific methods of influence. But the above typology is far from complete. In essence, it is possible to unite teachers into certain groups according to the type of “difficulty”, individual differences remain. Therefore, work with “difficult” people, as well as educational activities in general, can be crowned with success only with a creative approach to the matter. The most important thing is to deeply study and understand the motives of the teacher’s negative actions and, taking them into account, choose a method of influence. Unfortunately, in the overwhelming majority of cases, managers fail to “correct” the behavior of a “difficult” teacher. They are ready to paint dozens of psychological portraits of “difficult” people, but very rarely do they hear stories with a happy ending. As a rule, the story ends with the “difficult” one either surviving from school, or he himself leaving for another team after a grueling struggle. Until now, the problem of a “difficult” teacher was somehow lost among many other problems, and people were even embarrassed to talk about it. Today is the time to speak loudly about its existence and draw the attention of researchers to it. There is a “difficult” teacher. This means we need to prepare managers to work with him. In general, in the psychological restructuring of “difficult” workers, the main role is played by changing their real relationships with the team, with the leaders. This helps both in establishing psychological contact with them and in restructuring their attitude towards work. Of particular importance is the formation of a friendly, but at the same time critical public opinion in the teaching staff, the creation of an atmosphere of mutual exactingness in it. Without this, it is impossible to carry out a deep moral restructuring of the individual, to change the negative traits of his character (unscrupulousness, irresponsibility, inertia, etc.). There is reason to believe that the re-education of a “difficult” teacher and the breaking of his habits can be carried out energetically, spasmodically, in an “explosion”, and not only through a slow, gradual restructuring of consciousness. III Conflicts in the teaching staff 3.1 Among the many socio-psychological problems associated with improving the activities of work collectives, the problem of regulating interpersonal conflicts occupies a special place. Experience shows that conflicts are most frequent in complex teams that include workers with specific but closely interrelated functions, which creates difficulties in coordinating their actions and relationships in both business and personal contacts. These groups include the teaching staff. Based on the above, we set the following task in this chapter: . Reveal the main factors influencing conflict in the teaching staff. Many scientists have been and are working on this problem. For example, Weissman obtained results according to which conflict depends on the size of the team and increases if these sizes exceed the optimal ones. Golubeva writes that conflict between subordinates and managers is higher when the latter do not directly participate in the main professional activity of the team he leads, but perform only administrative functions. The concept of “conflict” is closely related to the concept of “compatibility”. Compatibility is a bipolar phenomenon: its degree varies from complete compatibility of group members to their complete incompatibility. The positive pole is found in agreement, in mutual satisfaction, the negative pole more often manifests itself as conflict. Agreement or conflict can be not only a consequence of compatibility or incompatibility, but also their cause: situational manifestations of agreement help to increase compatibility, while the emergence of conflicts helps to reduce it. Conflict is, first of all, a form of expression of situational incompatibility, which has the character of an interpersonal clash that arises as a result of one of the subjects committing actions that are unacceptable for another person, causing resentment, hostility, protest, and reluctance to communicate with this subject on his part. Interpersonal conflict is most clearly manifested in the disruption of normal communication or its complete cessation. If communication does take place, it is often destructive in nature, contributing to the further separation of people and increasing their incompatibility. But a single, non-recurring conflict only indicates the situational incompatibility of individuals. These types of conflicts, when resolved positively, can lead to increased compatibility within the group. The most compelling and typical basis for conflict is the violation of established norms of labor cooperation and communication by one of the group members. Therefore, the clearer the norms of cooperation (recorded in official documents, in the requirements of managers, in public opinion, customs and traditions), the less conditions for the emergence of disputes and conflicts among participants in common activities. In the absence of clear norms, such activities inevitably become conflict-prone. In general, an increase in the degree of generality of activities and the complication of interaction between its participants lead to increased requirements for the level of their compatibility. When interactions become very complex, the likelihood of inconsistencies and misunderstandings seems to increase. The latter can be excluded only if there is a high degree of compatibility among group members. But common activity also has the ability to form anti-conflict mechanisms: it contributes to the development of uniform norms and requirements, the ability to coordinate one’s actions with the actions of others. Apparently, as the overall activity becomes more complex, there is often only a temporary increase in the degree of conflict among group members. It follows that conflict in certain cases can act as an indicator of the process positive development groups, the formation of a single group opinion, common demands in open struggle. The concept of conflict should be distinguished from the concept of conflict. By conflict we understand the frequency (intensity) of conflicts observed in a given individual or in a given group. Based on the foregoing, we can conclude that the factors influencing conflict are, in general, the same as the factors that determine the compatibility and incompatibility of people. What are these factors? We can distinguish two main groups of factors influencing compatibility in a team - objective characteristics of collective activity and psychological characteristics of its members. Objective characteristics of activity are expressed primarily in its content and methods of organization. Depending on the sphere of manifestation, the psychological characteristics of workers that influence their conflict potential can be divided into functional and moral-communicative. The first of them reflect the requirements in professional activity, the second - in interpersonal communication. Moral and communicative factors should have the greatest influence on conflict at the intragroup level: Teachers work relatively independently of each other and at the same time are closely connected with each other in terms of interpersonal communication. As for functional factors, they apparently play a decisive role in the emergence of conflicts between managers and subordinates. 3.2 Causes of conflicts: . Violation of labor cooperation by one of the team members. . Most conflicts are related to violations of the norms of business interaction, i.e. due to functional reasons: dishonesty, lack of discipline. . If the norms of cooperation are clearly fixed, then there are fewer conditions for its emergence. The possibility of conflicts is reduced when a leader knows how to properly perceive criticism. It also decreases with the simplicity and modesty of the leader’s communication with subordinates, the ability to convince people, consult with subordinates, and listen to their opinions; if the requirements made by the manager to the subordinates are justified, there is clarity and consistency, and the manager’s ability to organize the work activities of the subordinates. To prevent intragroup interpersonal conflict among teachers it is necessary: ​​. The ability to take into account each other's interests. . Accept criticism from your colleagues. . Show politeness, tact, and respect towards each other. . Discipline at work. To reduce conflicts with subordinates, a manager must: 1. Objectively evaluate the work of his subordinates. 2. Show care towards them. 3. Do not abuse official power. 4. Effectively use the method of persuasion. 5. Improve the style of your organization. Emotional well-being in a team is determined by the leadership style of this team on the part of the administration. 3.3 Ways to resolve conflicts: 1. Before reacting to the action of another person, it is necessary to find out why this person acted this way and not otherwise. 2. Encourage the parties to the conflict to establish direct contact with each other, to openly discuss the conflict situation. 3. Create conditions for people in conflict to work so that they do not have contact with each other for a long time. 4. Inform all teachers when distributing bonuses, bonuses wages(social justice and transparency). 5. Leaders must improve style organizational work with subordinates. 6. Do not abuse official power. 7. Prevent and eliminate interpersonal conflicts. 3.4 Principals come into conflict with their head teachers most often: 1. Because of discrepancies in assessing the performance of teachers, when it seems to them that the head teacher is biased towards teachers, undeservedly praises some and deliberately criticizes others. 2. The head teacher contrasts his position with the director’s opinion. 3. The deputy exceeds his powers. 4. Lack of diligence. 5. Tactfulness and demandingness towards teachers. 6. Directors react more painfully when head teachers publicly express their disagreement with the assessment they give to the activities of team members. 7. Head teachers most often come into conflict with the director because of his tactlessness shown in front of teachers and his unwillingness to support their demands and decisions. 8. Sometimes the relationship between directors and head teachers becomes more complicated due to nepotism in work: for example, when the director’s wife begins to manage her head teacher husband. 3.5 Difficulties in managing the teaching staff. By difficulty we understand the tension that subjects of activity experience when solving a certain problem. The most difficult to solve are socio-psychological problems. What is most difficult for school directors is: . Ensuring clear discipline and organization in the work of teachers. . Solving the problems of forming public opinion in the teaching staff. . Teachers' critical attitude towards each other's shortcomings. . Fostering in them the need to work creatively, constantly improving their skills. . Lesson analysis. . Monitoring and revealing the creative abilities of teachers. . Stimulating their work activity. . Team building. . Regulating relationships within it. . Organization by the director of his own activities, distribution of time in such a way as to make time for self-education and rest. IV PRACTICAL PART 4.1. Goals, objectives, object of research. My research aimed at identifying the relationship between the psychological climate and conflicts in the teaching staff. By psychological climate we mean the relatively stable psychological states of the teaching staff that are significant for the activities of its members. The climate can be favorable or unfavorable, have a good or bad effect on a person’s well-being. This means that when talking about climate, they have an ecological characteristic of the psychology of the collective, which constitutes the living conditions of the individual. Of course, the concept of “climate” is very capacious. It covers not only the psychology of the team, but also all other conditions that influence the human condition, including the peculiarities of the organization of work, material conditions, etc. For example, the creative climate is the entire set of factors in the intra-school situation that influence the teacher’s professional and creative well-being and his professional growth. Among them, an important place is occupied by psychological components: people’s mood, their relationships, cohesion. They form the basis of the psychological climate. Based on all of the above, it can be argued that the psychological climate of the team is an integral part of conflict situations. He plays a crucial role in its further development and resolution. After all, if there is a favorable psychological climate in the teaching staff, then the conflict is more likely to be resolved in a positive way, and if it is unfavorable, then in a negative way. The main goal of the study is, as mentioned earlier, the impact of conflicts on the teaching staff. During the work, the following tasks were set: Conduct a study to identify the psychological climate in the teaching staff. Carry out the methods. Determine whether this team is in conflict or not. The object of the study is the teaching staff, represented by teachers aged from 25 to 45. The sample is 25 people. Of these, 20 are women and 5 are men. When carrying out the empirical research, the following methodology was used: Methodology for studying the attitude of educators and teachers towards colleagues The study of relationships and communication in the “teacher-colleague” system was carried out using Fiedler’s technique. We assessed the psychological atmosphere in the team using a questionnaire scale proposed by F. Fiedler. The teachers were given the following instructions: “Below are pairs of words that are opposite in meaning, with which you can describe the atmosphere in any group. The closer to the right or left word in each pair you place the “X” sign, the more pronounced this sign is in your teaching team . 1. Friendliness:_:_:_:_:_:_:_:_: Hostility 2. Agreement: :_:_:_:_:_:_:_:_ Disagreement 3. Satisfaction:_: :_ :_:_:_:_:_: Dissatisfaction 4. Passion:_:_:_:_:_:_:_:_: Indifference 5. Productivity:_:_:_:_:_:_:_ :_: Unproductive 6. Warmth:_:_:_:_:_:_:_:_: Coldness 7. Cooperation:_:_:_:_:_:_:_:_: Lack of cooperation 8. Mutual support:_:_:_:_:_:_:_:_: Unkindness 9. Entertaining:_:_:_:_:_:_:_:_: Boredom 10. Success:_:_:_: _:_:_:_:_: Failure All teachers who took part in the study were assigned to two levels of assessment of the socio-psychological climate. Educators and teachers of the first level assess the psychological climate in the team as favorable (the final indicator is in the range from 10 to 35 points), and teachers assigned to the second level as unfavorable (the final indicator is in the range from 36 to 80 points). Ideas about the cohesion of a team make it possible to understand the extent to which the values ​​of its members, their aspirations and ideas about ways to achieve common goals and specific tasks coincide. This is, to a certain extent, the answer to the question of how attractive the team is for each of the teachers. Most often, cohesion is associated with the nature (favourability) of interpersonal relationships, the absence of isolated, rejected group members. This is one of the most important factors influencing their productivity and their well-being in the team, satisfaction with their contacts with comrades and management. 4.2. Results and conclusions of the study. Based on the data obtained, the psychological climate in the teaching staff on which this study was conducted can be interpreted as unfavorable, since the average score according to the method is 50 points. Consequently, in this teaching team there are more negative qualities such as hostility, disagreement, dissatisfaction, indifference, unproductiveness, coldness, lack of cooperation, ill will, boredom, ill will. Conclusion: Based on the work done and the data obtained as a result of the study, it can be argued that a rather difficult situation has developed in this teaching staff. Here the values ​​of its members, their aspirations and ideas about ways to achieve common goals and specific tasks do not coincide. As a result, destructive conflicts arise, that is, conflicts leading to the disintegration of team cohesion and interpersonal hostility, which will naturally affect their professional activities. To improve the situation in this team, professional intervention is simply necessary. Urgent intervention from the director of this educational institution is also necessary (in the theoretical part, we have already considered how the director can influence such a situation). CONCLUSION this work is devoted to conflicts in teaching teams. This problem is one of the most fundamental in the modern education system today. But at the same time, it is underdeveloped. The question is: “WHY?...”. After all, a favorable resolution of the conflict depends on a favorable psychological climate, which, in turn, determines the quality of education for OUR children. Unfortunately, at present these problems are not yet recognized by everyone. Thus, according to one study, only 2.5% of school principals are trying to master the ideas of cooperation pedagogy, only 2.3% of them are interested in issues of self-government. But the director plays the most important role in the cohesion of the teaching staff... Also underdeveloped is the problem of adaptation of young specialists in the teaching staff. After all, young teachers simply need to know how to behave in a new team, since the members of the new team will also be wary of the “newcomer”. I hope that in the near future this problem will receive the widest possible analysis, since without knowing what to do in a conflict situation, you can make irreparable mistakes. LITERATURE 1. O.V. Allahverdova, V.I. Viktorov, M.V. Ivanov, E.N. Ivanov, A.S. Karmin, A.V. Lipnitsky - “Conflictology” Saint Petersburg 2000 2. N.F. Vishnyakov “Conflictology” Minsk 2000 3. N.P. Anikeev “To the teacher about the psychological climate in the team” Moscow 1983. 4. R.H. Shakurov “School director and microclimate of the teaching staff” Moscow 1979. 5. R.H. Shakurov, B.S. Alishev “Causes of conflicts in teaching teams and ways to overcome them” - Questions of Psychology No. 6 Moscow 1986. 6. S.S. Kharin, A.N. Bashlakova, N.Yu. Klyshevich “Diagnostics and correction of communicative activities of teachers” Minsk 1996. 7. N.I. Khodor “Lectures on educational psychology” 8. “Frustration, conflict, defense” - Questions of Psychology No. 6 1991. 9. R.H. Shakurov “Social and psychological foundations of management: leader and teaching staff” Moscow 1990.

CONTENTS INTRODUCTION Chapter 1. The concept of conflict. 1.1. Definition of conflict. 1.2. Typology of conflict. Causes of conflicts. 1.3. The main stages of the conflict. 1.4. Structure of the conflict. 1.5. Basic styles of leader behavior in conflict situations. 1.6. Map of the conflict. 1.7. Conflict resolution in the personal and emotional sphere. Chapter 2. Teaching staff. 2.1. Structure of the teaching staff. 2.2. Director and teacher. 2.2.1. What do teachers expect from the principal? 2.3. Psychological restructuring of a “difficult” teacher. Chapter 3. Conflicts in the teaching staff. 3.1. The main factors influencing conflict in the teaching staff. 3.2. Causes of conflicts. 3.3. Ways to resolve conflicts. 3.4. Conflicts between directors and head teachers. 3.5. Difficulties in managing teaching staff. PRACTICAL PART 4.1. Goals, objectives, object of research. 4.2. Results and conclusions. CONCLUSION List of used literature. INTRODUCTION Who does not know the ancient legend about the “Babylonian Pandemonium” - about the unlucky builders of the “Tower of Babel” who were unable to complete the work they started only because they spoke different languages ​​and could not understand each other. Since time immemorial, people have understood the truth: successful joint work is possible only when its participants can come to an agreement and find a common language. In our time - a time of scientific, technical and social progress - there is a continuous complication of business relationships between people in the process of activity. At the same time, the role of the psychological factor, human relations and communication in work collectives increases immeasurably. This is fully manifested in teaching teams. Today, more than ever, the decisive role of the personal factor in the educational process in schools has become obvious. The personality of the teacher and the leader of the teaching staff is what determines the favorable climate in the school. The human factor in school includes the psychological and socio-psychological characteristics of managers and teachers. These are the interests, desires and aspirations of people, their expectations from each other, character traits and abilities, the accumulated stock of knowledge, abilities, skills and habits. These are the mental properties and states of the teaching staff, their mood, creative and moral microclimate, cohesion, labor and managerial activity, psychological compatibility, authority, etc. Therefore, the formation of a favorable psychological climate in teaching teams is necessary for friendly creative work, for favorable conflict resolution, is becoming an increasingly pressing problem in modern schools. Therefore, the purpose of this work is to clarify the impact of conflicts on the teaching staff. To achieve this goal it was necessary to solve the following problems: . Study theoretical material on this problem. . Select methods appropriate to the problem. . Determine the sample (respondents) with the help of which the practical part of the work will be carried out (on whom the research will be conducted). . Conduct research. . Process the results and compare them with each other. . Draw conclusions. I The concept of conflict. 1.1. Definition of conflict. What is conflict? In psychology, conflict is defined as “a collision of oppositely directed, mutually incompatible tendencies, a single episode in the mind, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences.” This shows that the basis of conflict situations in a group between individuals is a clash between opposing interests, opinions, goals, and different ideas about how to achieve them. 1.2. Typology of conflict. Causes of conflicts. In social psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis. So, for example, the conflict can be intrapersonal between family sympathies and the manager’s sense of duty), interpersonal (between the manager and his deputy regarding a position, a bonus between employees); between an individual and the organization to which he belongs; between organizations or groups of the same or different status. It is also possible to classify conflicts horizontally (between ordinary employees who are not subordinate to each other), vertically (between people who are subordinate to each other) and mixed, in which both are represented. The most common conflicts are vertical and mixed. On average they make up 70-80% of all others. They are also the most undesirable for a leader, since in them he is, as it were, “tied hand and foot.” The fact is that in this case, every action of the manager is considered by all employees through the prism of this conflict. Classification according to the nature of the reasons that caused the conflict is also acceptable. It is not possible to list all the reasons for the conflict. But in general, it is caused, as R.L. Krichevsky points out in the book “If you are a leader, by the following three groups of reasons, conditioned by: · the labor process; · the psychological characteristics of human relationships, that is, their likes and dislikes, cultural and ethnic differences of people , actions of the manager, poor psychological communication, etc. ; personal identity of group members, for example, inability to control their emotional state, aggressiveness, lack of communication, tactlessness. Conflicts are distinguished by their significance for the organization, as well as the method of resolving them. There are constructive and destructive conflicts. Constructive conflicts are characterized by disagreements that affect fundamental parties, problems of the life of the organization, and its members, and the resolution of which takes the organization to a new higher and more effective level of development. Destructive conflicts lead to negative, often destructive actions, which sometimes develop into squabbles and other negative phenomena, which leads to a sharp decrease in the effectiveness of the group or organization. 1.3. The main stages of the conflict. Conflicts, despite their specificity and diversity, generally have common stages of progression: the stage of potential formation of conflicting interests, values, norms; the stage of transition of a potential conflict into a real one or the stage of awareness by the participants in the conflict of their correctly or falsely understood interests; stage of conflict actions; stage of removing or resolving the conflict. 1.4. Structure of the conflict. In addition, each conflict also has a more or less clearly defined structure. In any conflict there is an object of a conflict situation, associated either with technological and organizational difficulties, peculiarities of remuneration, or with the specifics of business and personal relations of the conflicting parties. The second element of the conflict is the goals, subjective motives of its participants, determined by their views and beliefs, material and spiritual interests. Further, the conflict presupposes the presence of opponents, specific individuals who are its participants. And finally, in any conflict it is important to distinguish the immediate cause of the conflict from its true causes, which are often hidden. It is important for a practicing leader to remember that as long as all the listed elements of the conflict structure exist (except for the reason), it cannot be eliminated. An attempt to end a conflict situation by force or persuasion leads to its growth and expansion by attracting new individuals, groups or organizations. Therefore, it is necessary to eliminate at least one of the existing elements of the conflict structure. 1.5 Basic styles of leader behavior in a conflict situation. Experts have developed many recommendations concerning various aspects of people’s behavior in conflict situations, the selection of appropriate behavioral strategies and means of conflict resolution, as well as its management. Let us consider, first of all, a person’s behavior in a conflict situation from the point of view of its compliance with psychological standards. This model of behavior is based on the ideas of E. Melibruda, Siegert and Laite. Its essence is as follows. It is believed that constructive conflict resolution depends on the following factors: . adequacy of the perception of the conflict, that is, a fairly accurate assessment of the actions and intentions of both the enemy and one’s own, not distorted by personal biases; . openness and effectiveness of communication, readiness for a comprehensive discussion of problems, when participants honestly express their views, understanding of what is happening and ways out of a conflict situation, creating an atmosphere of mutual trust and cooperation. It is also useful for a manager to know what character traits and behavioral characteristics are characteristic of a conflict personality. Summarizing the research of psychologists, we can say that such qualities may include the following: inadequate self-esteem of one’s capabilities and abilities, which can be either overestimated or underestimated. In both cases, it may contradict the adequate assessment of others - and the ground is ready for a conflict to arise; the desire to dominate, at all costs, where it is possible and impossible; conservatism of thinking, views, beliefs, unwillingness to overcome outdated traditions; excessive adherence to principles and straightforwardness in statements and judgments, the desire to tell the truth face to face at any cost; a certain set of emotional personality traits: anxiety, aggressiveness, stubbornness, irritability. K.U. Thomas and R.H. Kilman developed the most appropriate basic strategies for behavior in a conflict situation. They point out that there are five basic styles of conflict behavior: accommodation, compromise, cooperation, ignoring, rivalry or competition. The style of behavior in a particular conflict, they point out, is determined by the extent to which you want to satisfy your own interests, while acting passively or actively, and the interests of the other party, acting jointly or individually. Here are recommendations for the most appropriate use of a particular style, depending on the specific situation and the nature of the person’s personality. The style of competition and rivalry can be used by a person who has a strong will, sufficient authority, power, who is not very interested in cooperation with the other party and who seeks first of all to satisfy his own interests. It can be used if the outcome of the conflict is very important to you and you place a big bet on your solution to the problem; you have sufficient power and authority, and it seems obvious to you that the solution you propose is the best; feel that you have no other choice and have nothing to lose; must make an unpopular decision and you have enough authority to choose this step; interact with subordinates who prefer an authoritarian style. However, it should be borne in mind that this is not a style that can be used in close personal relationships, since it cannot cause anything other than a feeling of alienation. It is also inappropriate to use it in a situation where you do not have sufficient power, and your point of view on some issue differs from the point of view of your boss. The cooperative style can be used if, while defending your own interests, you are forced to take into account the needs and desires of the other party. This style is the most difficult as it requires longer work. The purpose of its application is to develop a long-term mutually beneficial solution. This style requires the ability to explain your desires, listen to each other, and restrain your emotions. The absence of one of these factors makes this style ineffective. To resolve a conflict, this style can be used in the following situations: it is necessary to find a common solution if each of the approaches to the problem is important and does not allow compromise solutions; you have a long-term, strong and interdependent relationship with the other party; the main goal is to gain joint work experience; the parties are able to listen to each other and outline the essence of their interests; it is necessary to integrate points of view and strengthen the personal involvement of employees in activities. Compromise style. Its essence lies in the fact that the parties seek to resolve differences through mutual concessions. In this regard, it is somewhat reminiscent of the style of cooperation, but it is carried out on a more superficial level, since the parties are inferior to each other in some way. This style is the most effective, both parties want the same thing, but know that it is impossible to achieve at the same time. For example, the desire to occupy the same position or the same work premises. When using this style, the emphasis is not on a solution that satisfies the interests of both parties, but on an option that can be expressed in the words: “We cannot fully fulfill our desires, therefore, it is necessary to come to a solution with which each of us could agree." This approach to conflict resolution can be used in the following situations: both sides have equally convincing arguments and have the same power; satisfying your desire does not matter too much to you; you may be satisfied with a temporary solution because there is no time to develop another, or other approaches to solving the problem turned out to be ineffective; compromise will allow you to gain at least something rather than lose everything. The avoidance style usually occurs when the issue at hand is not that important to you, you do not stand up for your rights, do not cooperate with anyone to develop a solution, and do not want to spend time and effort on solving it. This style is also recommended in cases where one of the parties has more power or feels that he is in the wrong, or believes that there are no serious reasons for continuing contact. The avoidance style can be recommended for use in the following situations: the source of disagreement is trivial and unimportant for you compared to other more important tasks, and therefore you believe that it is not worth wasting energy on it; you know that you cannot or even do not want to resolve the issue in your favor; you have little power to solve the problem in the way you want; want to buy time to study the situation and obtain additional information before making any decision; trying to solve the problem immediately is dangerous, since opening and openly discussing the conflict can only worsen the situation; subordinates themselves can successfully resolve the conflict; You've had a hard day, and solving this problem may bring additional troubles. One should not think that this style is an escape from a problem or an evasion of responsibility. In fact, leaving or delaying may be an appropriate response to a conflict situation, since in the meantime it may resolve itself, or you can deal with it later when you have sufficient information and a desire to resolve it. An accommodating style means that you work cooperatively with the other party, but do not try to advance your own interests in order to smooth the atmosphere and restore a normal working atmosphere. Thomas and Kilmann believe that this style is most effective when the outcome of the case is extremely important to the other party and not very significant to you, or when you are sacrificing your own interests for the benefit of the other party. The adaptation style can be applied in the following most typical situations: the most important task is to restore calm and stability, rather than resolve the conflict; the subject of the disagreement is not important to you or you are not particularly concerned about what happened; you think that it is better to maintain good relationships with other people than to defend your own point of view; realize that the truth is not on your side; feel like you don't have enough power or a chance to win. Just as no leadership style can be effective in all situations without exception, none of the conflict resolution styles discussed can be singled out as the best. We must learn to use each of them effectively and consciously make one or another choice, taking into account specific circumstances. 1.6 Map of the conflict. For more successful conflict resolution, it is advisable not only to choose a style, but also to draw up a map of the conflict, developed by H. Cornelius and S. Fair. Its essence is as follows: · define the conflict problem in general terms. For example, if there is a conflict over the amount of work being performed, draw up a load distribution chart; · find out who is involved in the conflict (individuals, groups, departments or organizations); · identify the true needs and concerns of each of the main parties to the conflict. Drawing up such a map, according to experts, will allow: 1) to limit the discussion to a certain formal framework, which will greatly help to avoid excessive manifestations of emotions, since people can restrain themselves while drawing up a map; 2) create the opportunity to jointly discuss the problem, express to people their demands and desires; 3) understand both your own point of view and the point of view of others; 4) create an atmosphere of empathy, i.e. the opportunity to see a problem through the eyes of other people and to recognize the opinions of people who previously believed that they were not understood; 5) choose new ways to resolve the conflict. But before moving on to resolving the conflict, try to answer the following questions: do you want a favorable outcome; what you need to do to better control your emotions; how would you feel in the place of the conflicting parties; is a mediator needed to resolve the conflict; in what atmosphere (situation) people could better open up, find a common language and develop their own solutions. 1.7 Conflict resolution in the personal and emotional sphere. However, the manager has to resolve conflicts not only in a business form, but also in the personal and emotional sphere. When resolving them, other methods are used, since in them, as a rule, it is difficult to identify the object of disagreement and there is no conflict of interests. How should a leader with a “conflict personality” behave? There is only one way - to “pick up the key”. To do this, try to see in him a friend and the best features (qualities) of his personality, since you will no longer be able to change either his system of views and values, or his psychological characteristics and characteristics of the nervous system. If they were unable to “find the key to him,” then there is only one remedy left - to transfer such a person to the category of spontaneous action. Thus, in a conflict situation or when dealing with a difficult person, you should use the approach that is most appropriate for the particular circumstances and in which you feel most comfortable. The best advisers in choosing the optimal approach to conflict resolution are life experience and the desire not to complicate the situation and not bring a person to stress. You can, for example, reach a compromise, adapt to the needs of another person (especially a partner or loved one); persistently pursue the realization of one’s true interests in another aspect; avoid discussing a conflict issue if it is not very important to you; use a collaborative style to satisfy the most important interests of both parties. Therefore, the best way to resolve a conflict situation is to consciously choose the optimal behavior strategy. II Teaching staff. 2.1. Structure of the teaching staff. As you know, any team, including teachers, is a type of social group. Previously, the main feature of a collective, which distinguishes it from a diffuse group (a simple accumulation of people), was seen in the fact that it is engaged in socially necessary activities that subordinate the interests of the individual to the interests of society. It was believed: the stronger such subordination, the better. According to some, human relations in a team are also permeated mainly with social motives. Relationships arising from personal needs were treated as of little value or even harmful, indicating their imperfection. Here is one of the typical definitions of a team: “A team is a group of people that is part of society, united by common goals of joint activities, subordinate to the goals of this society.” However, in a real team, relations between the individual and society are built on the basis of harmonization of their interests, and not subordination. And it is precisely such a team that has signs indicating a high quality of implementation of target and socio-psychological management functions: organization, cohesion, self-government and development (improvement), compliance of activities with the interests of both society and the individual. TARGET FUNCTIONS, being basic, give the team a certain structure (by which we mean the relationships that develop between people). It distinguishes two sections: business and socio-psychological. The business structure “serves” the production function, which expresses the needs of society (in school, these are the needs of organizing the educational process). It consists of business interactions that arise during the performance of their official duties by teachers and school leaders. These interactions in the vertical section (between supervisees and managers) are predominantly managerial in nature, and in the horizontal sector (between teachers) they are professional and pedagogical and, to a lesser extent, managerial (when people participate in management). In the business structure, central positions are occupied by managers with administrative powers. The socio-psychological structure consists of connections that are of a psychological nature. They consist of invisible emotional "threads" - likes and dislikes, respect, disrespect and other forms of spiritual connections called interpersonal relationships. In this structure, the positions of team members are also not equal: some enjoy more love and respect, that is, they have a high socio-psychological status, while others have a low status, since they have little sympathy. There are also isolated teachers who are neglected by colleagues and managers. A high socio-psychological status gives a person great moral power - informal authority, which opens up the opportunity to influence other people. Team members who have a predominant influence on the thoughts, feelings and actions of others due to their higher informal authority (an advantageous position in the system of interpersonal relations) are called leaders. The concepts of “informal authority” and “leader” characterize a person’s place in the socio-psychological structure of the team. This structure is subordinated primarily to the social function of management - it serves the needs and interests of teachers. Therefore, those who make the greatest contribution to meeting the needs of their comrades and fight for their interests become authorities and leaders. A team is well managed when its business and socio-psychological structures coincide or are very close. This means: leaders, especially the school director and his deputies, must at the same time be leaders and enjoy the greatest informal authority. If the main leaders in the school are ordinary teachers, this can complicate the activities of leaders. Successful management requires, at a minimum, the support of the administration from leaders. If the administration pulls the team in one direction, and informal leaders in the other, there can be no productive work. Often there are negative leaders in a team who have a negative impact on it. In such cases, the problem of their psychological isolation from others arises by debunking their authority in the teaching staff. The presence of negative leaders usually indicates the immaturity of the team and its moral distress. Since the team performs both production and social functions, its members are assessed not only by business qualities, but also by moral-communicative, cultural-aesthetic and others that are so necessary to satisfy the spiritual needs of the individual: responsiveness, goodwill, mercy and kindness, respect , modesty, sociability, a broad general culture that makes people interesting and attractive to communicate with, and other human qualities. Where the teacher is seen only as a worker, there is no real team, just as there is no team where business qualities are not valued. The team is strong due to the personalities included in it. Therefore, their free development, the disclosure of all their talents is the most important condition for creating a full-fledged team. But freedom does not mean permissiveness. Democracy, responsibility and discipline are indissoluble. Coordinated joint work is based on common standards that are mandatory for all teachers. These norms are established democratically and are based on decisions made by the collective. The point of people's participation in management is precisely that the norms regulating their behavior are developed jointly and express the interests of everyone - both the teachers themselves and society as a whole. In socio-psychological terms, an important indicator of the success of the harmonizing activities of leaders is the perfection of the criteria for teachers to evaluate their colleagues: if they value both business and human qualities in each other, if they promote constructive leaders from among them who help them work and live well, then this means that the teaching staff is managed correctly. 2.2.Director and teacher The relationship between the director and teacher forms the main link in the socio-psychological structure of the teaching staff. In them, the component called authority is especially important. AUTHORITY characterizes a person’s place in the system of interpersonal relationships, his status. It is especially important in the activities of a leader. As our research has shown, directors of schools and vocational schools, who occupy opposite poles in terms of the effectiveness of educational work, differ most in the magnitude of their authority in the teaching staff. In this regard, many researchers believe that the main secrets of success in managing people must be sought in the ability of managers to gain authority in the managed team. The classics of Marxism considered authority to be a prerequisite for the successful organization of joint labor activity. Authority performs two main socio-psychological functions: it helps to rally the team around the leader and strengthens his influence on those being led. As A. S. Makarenko emphasized, “in order for the teaching staff to become responsible, serious educators, there is only one way - uniting them into a team, uniting them around a certain figure, the center of the teaching team - the director.” The problem of authority, which has interested people since ancient times, still remains poorly developed. Various concepts have been put forward to explain its nature. According to some foreign scientists, authority largely depends on the innate properties of a person (Freudianism, sociometry, etc.). According to others, its origins should be sought in group interaction: a person gains authority if he makes a useful contribution to solving a common problem (interactionism). Undoubtedly, the qualities of a person that contribute to the success of the group’s activities constitute an important basis for his authority. But authority is associated not only with the peculiarities of interaction in a small group, but bears the stamp of values ​​and norms inherent in the entire society, class or social stratum. The point of view of researchers who consider authority as a type of value attitude of surrounding people towards an individual is more justified. According to this approach, the status of an individual depends on the degree to which his qualities and behavior correspond to the value orientations, requirements and expectations of group members. Since value orientations reflect not only intragroup interests, but also the interests, norms and values ​​of the entire society, it follows that authority has deep social roots that go far beyond the narrow framework of intragroup needs and values. From a psychological point of view, authority is the result of fixing positive emotions and evaluations on the subject, expressing the satisfaction of group members. In its developed form, this is a relatively stable attitude towards another person, which is expressed primarily in feelings of trust and respect for him. This is precisely why the attitude towards authority differs from situational experiences of satisfaction with another person. Due to the fact that an authoritative person is a person who corresponds to the value orientations of others, she acquires socio-psychological attractiveness and acts as a core that unites and rallies them around herself. People's expectations are largely determined by their specific social status, and in working conditions - by the position they perform. Therefore, what is valued in a person first of all are the qualities necessary for successful work. But this is the general situation. The real patterns of the formation of authority do not fit into a simple formula - the “specific weight” of various qualities in the formation of a leader’s authority is not always precisely determined by the degree of their official significance. In particular, because each group tends to attach increased importance to those qualities of the leader that are more important for interacting with its members, satisfying its needs and interests. The objective significance of a person’s qualities becomes the basis of his authority to the extent that it is perceived as important and significant by the people around him. In a democratic society, along with business qualities, the humanistic personality traits of the leader, his ideological and political qualities, and the ability to rely on subordinates are of great value to team members. It is thanks to these traits that, first of all, he becomes the leader of the team and gains its authority. In the process of restructuring our society, the role of these qualities in the formation of the authority of a manager will increasingly increase. Finally, it is necessary to emphasize the following point, which is important for understanding the nature of authority. The subjective value of any object is determined not only by its real significance, but also by the degree of scarcity. As already noted, people always value more what is not very widespread and what they lack. When an object fully satisfies the corresponding need, a person seems to stop noticing and appreciating it - emotional adaptation occurs. Deficiency (in the socio-psychological sense) is an indicator of the incomplete correspondence of certain objects or their properties to the needs and requirements of a given social group. The psychological tendency to value, first of all, what is in short supply extends to the sphere of interpersonal relations in the management-subordination system: in a given manager, under all other conditions (with equal job significance), those positive qualities that are less expressed in other managers are more valued and are scarce for them . Therefore, authority primarily arises on the basis of the mechanism of “scarcity”. Among the components of authority, trust plays a particularly important role. It determines the degree of “openness” of a person to the judgments and assessments of another person, readiness to accept them without significant critical evaluation. Trust grows from faith - the conviction that another person has certain merits, confidence that he acts competently and correctly, will not let him down in a difficult situation, and will show sincerity and good will. The function of trust in the communication process is to compensate for the currently missing objective evidence in favor of the truth of the other person’s words, knowledge and intentions and to ensure sustainable cooperation between them. Trust in a leader is the main condition for his effective influence on those being led. Thus, the example of a person who enjoyed the trust of the masses was the Bolshevik leader Ya. Sverdlov. “Only he,” said V.I. Lenin, “managed to win such a position that... one word from him was enough to indisputably, without any consultations, without any formal voting, the issue was resolved once and for all, and for everyone there was complete confidence that the issue was resolved on the basis of such practical knowledge and such organizational instinct that not only hundreds and thousands of advanced workers, but also the masses would consider this decision to be final.” Trust significantly restructures interpersonal perception. The actions of a trustworthy person may seem correct even in cases where they are not impeccable from a professional or moral point of view. If his actions allow for different interpretations, under the influence of trust they are perceived only in a favorable light: good intentions are attributed to them, rather positive aspects are noticed in them. Errors and shortcomings of a person invested with trust are often not noticed or seem insignificant and accidental. On the contrary, in the absence of trust, all a person’s words and actions are called into question. His thoughts seem shallow and not worthy of attention, his kindness seems insincere and has a hidden meaning, his advice is perceived as frivolous and incompetent. Every opportunity is used to interpret his actions in a negative light, to devalue them. This often leads to conflicts and the inability to engage in common business. Therefore, an untrustworthy leader is unable to direct the activities of subordinates and cooperate with them. Trust in a leader depends on how reliable he is from a business and moral point of view, on the consistency and systematic manifestation of his professional and human qualities. And what specific qualities most elevate the director in the teaching staff and make his personality authoritative in the eyes of teachers? As already noted, teachers’ respect for the director most of all depends on his moral and communicative qualities, which are most in short supply, and to the least extent on administrative and managerial qualities, which are quite clearly expressed. According to this indicator, professional and business qualities took a position between them. Undoubtedly, demandingness is one of the objectively important qualities. But it is not so closely connected with authority. Why? Because it is in first place among directors in terms of development level. The same can be said about hard work. Of course, managers also approve of the teacher’s moral qualities, his responsiveness, politeness, and respect. But they don't take the lead. The reason for this is that they are not very scarce: when communicating with the director, subordinates are most often correct and helpful. Research results show that the principal's relationship with the teacher is built primarily according to the mechanism of "assistance", then - "boomerang" and "consonance". The external attractiveness of the teacher also matters, although it closes the prestigious row. So, the director loves the teacher, first of all, for his “controllability”: if he listens to comments, shows modesty, recognizes the authority of the leader, does not challenge his instructions, and is unobstinate. Therefore, the independence of the teacher is valued low (second to last place), as is his intervention in management affairs: demanding of colleagues, the ability to openly criticize their shortcomings took only seventeenth and twentieth places out of twenty-two. Therefore, the director’s first requirement for the teacher is to be obedient and submissive, and not “stick your head out.” In third place are conscientiousness and responsibility in work, love for students. Closely related to them is the willingness to do any job well, without expecting reward. Here the mechanism of “assistance” clearly comes to the fore: the director loves the teacher for good work. However, creative initiative is not very welcome to them - it is in tenth place in importance. Love for the teaching profession and teaching skills are rated even lower - in 16th and 18th places, that is, they were lost among outsiders. This means that when it comes to good work, school leaders understand by this, first of all, obedience, conscientiousness in following orders, and readiness to do whatever they say without complaint. Of course, managers also approve of the teacher’s moral qualities, his responsiveness, politeness, and respect. But they don't take the lead. The reason for this is that they are not very scarce: when communicating with the director, subordinates are most often correct and helpful. Research results show that the principal's relationship with the teacher is built primarily according to the mechanism of "assistance", then - "boomerang" and "consonance". The external attractiveness of the teacher also matters, although it closes the prestigious row. Based on these data, one can reproach the director for taking an overly pragmatic approach to teachers, neglecting the creative side of their activities and even their professional competence, on the one hand, and for excessively overestimating the purely performing qualities of his subordinates, on the other. But by and large this is unlikely to be fair. The fact is that under the conditions of a command-administrative and bureaucratic management system, the directors themselves were assessed according to the same criteria. Few of the inspectors delved into the quality of the educational process or paid attention to the creative passion of the teaching staff. On the contrary: bright, bold creativity was often suppressed and put school leaders under attack. Therefore, it is natural that the director looked at the teacher primarily through the eyes of an administrator, caring only about external order and discipline. Only a restructuring of the management style in public education will allow us to get rid of this flaw and enrich the substantive palette of relationships between leaders and teachers. 2.2.1.What do teachers expect from the principal? The effectiveness of interaction between the teaching staff and its leaders depends on the extent to which their personality and behavior correspond to the expectations, interests and value orientations of teachers. Expectation is a mental state that reflects the probability of the manifestation of a significant property of some object or the occurrence of a certain event. Expectations are born under the influence of life experience. But they are also influenced by propaganda. Thus, by painting the image of a modern leader, the media contribute to the formation of teachers’ ideas about what today’s leaders should and should not be like. Expectation is not only a representation, but also an internal attitude that expresses human needs. When we wait for something, we tune in to the occurrence of a very specific event, the repetition of some familiar experience. This is a “promised” meeting with something. When the likelihood of an encounter is high, the expectation gains confidence and strength. If for some reason what we want does not happen, we experience either disappointment or joy, depending on what was expected - a pleasant or unpleasant event. A school principal who meets or exceeds the good expectations of teachers will undoubtedly have the emotional support of the team, high informal status and chances of success at work. Therefore, he needs to know which qualities and features of his behavior teachers value in him most and which ones less. His ability to predict and consciously regulate his relationships with teachers and find mutual understanding with them depends on this. To clarify these issues, a large group of teaching staff was given a questionnaire that listed 50 qualities that are significant in the work of a leader. The task of the respondents was to rate on a five-point scale the degree of their importance for the school director." In order to obtain comparative data, head teachers, district heads and school directors themselves were also asked to fill out a similar questionnaire: as you know, things are better known by comparison. It was assumed that people performing different social roles and occupying different positions in relation to the director will have unequal expectations regarding his personality and activities. Based on the results of the study, prestigious series of director qualities were compiled, in which each quality has a certain ranking place, ranging from 1 to 5 (depending on the importance attached to it by representatives of a particular social group (teachers, head teachers, etc.). As the data obtained showed, the prestigious series of qualities, compiled according to the responses of various social groups, largely coincide. Thus, and the directors themselves, and teachers, and head teachers, and district heads attach paramount importance to such qualities of a school leader as ideological conviction, honesty, fairness, objectivity, hard work, love for children and school, discipline and diligence. All of them were among the most expected qualities (in the top ten of the ranked series). Self-demandingness, self-criticism, tact and politeness, knowledge of pedagogy and psychology, personal pedagogical skill, and the ability to provide methodological assistance to teachers are also highly valued. The focus on the director's personal example in work is clearly expressed among all groups of respondents, and especially among teachers. According to them, “personal example, hard work, discipline and self-demandingness are the main things for a director.” The requirement to be an example also applies to most professional and business qualities. “To educate people of the future,” teachers write, “you need to give your heart to children, to love children the way A. loved them. S. Makarenko, J. Korczak, V. A. Sukhomlinsky." In written and oral interviews, the great importance of the director’s business competence, his comprehensive knowledge of the pedagogical process and modern problems of pedagogy and psychology, and personal pedagogical skill are often noted. Almost all respondents are somewhat less importance is attached to organizational qualities - the exactingness, initiative, ingenuity of the director, his ability to create a creative atmosphere in the team, identify and disseminate best practices, organize an interesting life for students at school (15-32nd places), clearly formulate his demands, systematically control, unite team, consult with teachers, create a healthy public opinion in the team, solve economic issues, etc. Readers’ attention should be drawn to the fact that those surveyed (with the exception of teachers) clearly underestimate the importance of some relevant organizational qualities. Thus, the director’s ability to rely on team (create public opinion, consult with teachers, trust them, notice the positive in them, unforgiving and easy-going attitude, etc.) they allocated only 25-36th places. Meanwhile, these qualities are necessary components of the main feature of the director’s leadership style—collectivism at work. In the third group, the most important qualities were determination and self-confidence, external representativeness, the ability to trust students, cheerfulness and optimism (39-45th places). It is curious that all respondents ranked wit and humor last. Such a large and friendly disregard for humor, cheerfulness, and wit seems somewhat unexpected in the light of current ideas about the role of these qualities for a leader. External representativeness also took a more honorable place in the prestigious ranks. Apparently, this is explained by the fact that the authoritarian atmosphere prevailing in many schools and the tense teaching everyday life, filled with anxieties and worries, do not really encourage teachers to joke, but rather put them in a serious mood. Thus, all groups of the teaching environment correctly understand many of the requirements for the personality of the director. The data obtained indicate the objectivity of the main content of the socio-psychological expectations of these groups from the head of the school and the competence of public opinion in many issues (although not all). Teachers focus primarily on the ideological, moral and communicative qualities of the leader, then on his competence and administrative skills. 2.3. Psychological restructuring of a “difficult” teacher. The teaching staff is heterogeneous in its composition. There are teachers who are extremely conscientious in their work and are constantly focused on creativity. They are often idols for children and achieve high results in their activities. For them there is no problem of psychological restructuring: they keep pace with life or in some ways even get ahead of it. But there are teachers of the opposite type. For one reason or another, they pull school back: in some cases - because of low professional culture; in others - incompatibility, inability to cooperate with colleagues and managers. As the survey showed, such teachers can be found in almost all schools. What are the psychological characteristics of “difficult” teachers? Directors and head teachers usually talk about “difficult” ones like this: this is a teacher “unscrupulous”, “quarrelsome”, “irresponsible”, “arrogant”, “immodest”, “criticism”, “complainer”, “dishonest”, “non-executive”, “ undisciplined”, etc. Answering the question: “What should a “difficult” teacher change first?”, they write: “We must do our work conscientiously, and not try to shift it to others. Always finish the job we start, accept criticism, respect others more”, “Do not engage in gossip, do not be two-faced, greedy, secretive, do not push gullible people on the sly to do provocative actions”, “Do not shout too much during lessons and breaks, be more tactful, modest, do not stick yourself out at every step, don’t be envious,” “Don’t treat the matter formally, but root for it more,” “Don’t be angry, don’t write anonymous letters, complaints, be kinder to people,” etc. When they compared the “average” psychological portrait of the most “difficult” and most pleasant teacher for you, it turned out that they differ most in their ability to correctly perceive criticism, modesty, conscientiousness and hard work, willingness to do any job well (and not just the one for which they are paid), kindness and responsiveness, love for students and school (differences of about 2 points on a five-point scale). The smallest differences were found in the degree of independence in work, erudition and versatility of interests, in the level of teaching skills, demands on colleagues and a creative approach to work. This means that what most often makes a teacher “difficult” or “easy” for a leader is character traits that express attitudes toward people and work, rather than low professional competence. It follows that for school leaders the most important qualities of a teacher are controllability (primarily attitude to critical comments), conscientiousness in work (creativity is not necessary), and goodwill in communication. If these qualities are absent, the teacher usually becomes “difficult.” For a number of years, at the faculty of advanced training for school leaders at the Kazan Pedagogical Institute, taking into account the requests of students, we conducted a seminar on the topic “Ways to restructure the behavior of a “difficult” teacher.” It discussed specific situations from the experience of managers. At the same time, the seminar was used to study the characteristics of a “difficult” teacher and determine possible methods of influencing him depending on the type of “difficulty”. In total, more than three hundred characteristics of “difficult” teachers were collected, and several of the most common types were identified. A “difficult” teacher most often needs re-education, changing relationships with people, changing certain character traits. To rebuild his behavior, it is important to establish emotional contact with him, and then exert the necessary influence through evaluative relationships. As we will see later, when working with “difficult” people, methods aimed at regulating interpersonal relationships are most often used. The first, most common type of “difficult” teacher is NON-CONTACT. He has negative attitudes towards managers, manifested primarily in intolerance to their comments and advice, and aggressive reactions. This is, as a rule, a good teacher, but with hypertrophied self-esteem and vulnerable pride. The method of working with him should be designed to destroy negative attitudes and form interpersonal contact (based on the mechanisms of “response” and “assistance”, etc.). But here we must take into account the following. Under ordinary, normal conditions, it is very difficult for these teachers to make contact - it is almost impossible to “drive up” to them with a kind word or a smile, hoping for reciprocity, since this runs into an emotional barrier: mistrust, hostility. Success usually comes only when the teacher finds himself in an unfavorable situation and is in dire need of support (a situation of “support deficit”). The second type of difficult teacher is the “REBEL”. Most often, the difficulty manifests itself in overly harsh, often groundless criticism of managers. This behavior is caused by dissatisfaction with one's position. The teacher believes that his achievements do not receive due recognition, and that he should play a more active role in the team. The main method of influencing such teachers is to change their role and elevate their personality, satisfying their claims (if they deserve it). It is noteworthy that the “rebels” are especially aggressive towards the new head of the school - an outsider. They often declare real war on him, trying to prevent him from joining the team and establishing himself as a leader. The third type of “difficult” is the UNCONSCIOUS, loose-lipped teacher. The main method of his psychological restructuring is collective condemnation. But it is not always possible to influence an individual through a team. Sometimes there are unscrupulous teachers who are attractive in person and enjoy the emotional support of their colleagues. If you bring the issue of their work to a meeting, you may not receive support from team members. Strong interpersonal ties that reinforce the desire to “not spoil relationships” with fellow workers often deter people from speaking critically. And we have to take this into account. Only the public opinion of the teaching staff that is united on the basis of the interests of a common cause and is accustomed to openness and the open expression of their thoughts and assessments operates “flawlessly.” To gain support from the team, managers often have to do a lot of preparatory work. Sometimes it can last for months. At this time, the main efforts are directed at rallying the largest number of teachers around school leaders and at psychologically isolating the “difficult” teacher from his colleagues. Relying on public organizations and vivid convincing examples, it is important to show everyone how much harm an unscrupulous teacher causes to the common cause. At this time, it is undesirable to pay attention to minor shortcomings in the work of other teachers: you cannot fight many at the same time. Criticism usually alienates team members from the leader for some time. People who have themselves recently been condemned will not criticize their comrade at the meeting and will take a position of non-interference. At this time, all efforts should be aimed at isolating the “difficult” and accumulating strength to solve the main task - conducting an effective discussion. Before the decisive meeting, the leader must know exactly who will support him and approximately what part of the team will remain silent. For a cause to be successful, it is not at all necessary that a lot of people come forward. If 4-5 people unanimously express their sincere indignation, it will sound like a collective protest against a negligent employee and will have a fairly strong emotional impact on him. Sometimes, for the psychological restructuring of the teacher, discussion in a team can be supplemented with another method - setting a condition. When the teacher is not very “difficult” or the “difficulty” is associated with his low professional competence, one can effectively use methods of education, individual conversation, designed, rather, for retraining. In this case, success is usually achieved only after long-term individual work. As we see, each type of “difficult” teacher requires school leaders to use specific methods of influence. But the above typology is far from complete. In essence, it is possible to unite teachers into certain groups according to the type of “difficulty”; individual differences remain. Therefore, work with “difficult” people, as well as educational activities in general, can be crowned with success only with a creative approach to the matter. The most important thing is to deeply study and understand the motives of the teacher’s negative actions and, taking them into account, choose a method of influence. Unfortunately, in the overwhelming majority of cases, managers fail to “correct” the behavior of a “difficult” teacher. They are ready to paint dozens of psychological portraits of “difficult” people, but very rarely do they hear stories with a happy ending. As a rule, the story ends with the “difficult” one either surviving from school, or he himself leaving for another team after a grueling struggle. Until now, the problem of a “difficult” teacher was somehow lost among many other problems, and people were even embarrassed to talk about it. Today is the time to speak loudly about its existence and draw the attention of researchers to it. There is a “difficult” teacher. This means we need to prepare managers to work with him. In general, in the psychological restructuring of “difficult” employees, the main role is played by a change in their real relationships with the team, with managers. This helps both in establishing psychological contact with them and in restructuring their attitude towards work. Of particular importance is the formation of a friendly, but at the same time critical public opinion in the teaching staff, the creation of an atmosphere of mutual exactingness in it. Without this, it is impossible to carry out a deep moral restructuring of the individual, to change the negative traits of his character (unscrupulousness, irresponsibility, inertia, etc.). There is reason to believe that the re-education of a “difficult” teacher and the breaking of his habits can be carried out energetically, spasmodically, in an “explosion”, and not only through a slow, gradual restructuring of consciousness. III Conflicts in the teaching staff 3. 1Among the many socio-psychological problems associated with improving the activities of work collectives, the problem of regulating interpersonal conflicts occupies a special place. Experience shows that conflicts are most frequent in complex teams that include workers with specific but closely interrelated functions, which creates difficulties in coordinating their actions and relationships in both business and personal contacts. These groups include the teaching staff. Based on the above, we set the following task in this chapter: . Reveal the main factors influencing conflict in the teaching staff. Many scientists have been and are working on this problem. For example, Weissman obtained results according to which conflict depends on the size of the team and increases if these sizes exceed the optimal ones. Golubeva writes that conflict between subordinates and managers is higher when the latter do not directly participate in the main, professional activities of the team they lead, but perform only administrative functions. The concept of “conflict” is closely related to the concept of “compatibility”. Compatibility is a bipolar phenomenon: its degree varies from complete compatibility of group members to their complete incompatibility. The positive pole is found in agreement, in mutual satisfaction, the negative pole more often manifests itself as conflict. Agreement or conflict can be not only a consequence of compatibility or incompatibility, but also their cause: situational manifestations of agreement help to increase compatibility, while the emergence of conflicts helps to reduce it. Conflict is, first of all, a form of expression of situational incompatibility, which has the character of an interpersonal clash that arises as a result of one of the subjects committing actions that are unacceptable for another person, causing resentment, hostility, protest, and reluctance to communicate with this subject on his part. Interpersonal conflict is most clearly manifested in the disruption of normal communication or its complete cessation. If communication does take place, it is often destructive in nature, contributing to the further separation of people and increasing their incompatibility. But a single, non-recurring conflict only indicates the situational incompatibility of individuals. These types of conflicts, when resolved positively, can lead to increased compatibility within the group. The most compelling and typical basis for conflict is the violation of established norms of labor cooperation and communication by one of the group members. Therefore, the clearer the norms of cooperation (recorded in official documents, in the requirements of managers, in public opinion, customs and traditions), the less conditions for the emergence of disputes and conflicts among participants in common activities. In the absence of clear norms, such activities inevitably become conflict-prone. In general, an increase in the degree of generality of activities and the complication of interaction between its participants lead to increased requirements for the level of their compatibility. When interactions become very complex, the likelihood of inconsistencies and misunderstandings seems to increase. The latter can be excluded only if there is a high degree of compatibility among group members. But common activity also has the ability to form anti-conflict mechanisms: it contributes to the development of uniform norms and requirements, the ability to coordinate one’s actions with the actions of others. Apparently, as the overall activity becomes more complex, there is often only a temporary increase in the degree of conflict among group members. It follows that conflict in certain cases can act as an indicator of the process of positive development of the group, the formation of a single group opinion, common demands in open struggle. The concept of conflict should be distinguished from the concept of conflict. By conflict we understand the frequency (intensity) of conflicts observed in a given individual or in a given group. Based on the foregoing, we can conclude that the factors influencing conflict are, in general, the same as the factors that determine the compatibility and incompatibility of people. What are these factors? We can distinguish two main groups of factors influencing compatibility in a team - objective characteristics of collective activity and psychological characteristics of its members. Objective characteristics of activity are expressed primarily in its content and methods of organization. Depending on the sphere of manifestation, the psychological characteristics of workers that influence their conflict potential can be divided into functional and moral-communicative. The first of them reflect the requirements in professional activity, the second - in interpersonal communication. Moral and communicative factors should have the greatest influence on conflict at the intragroup level: Teachers work relatively independently of each other and at the same time are closely connected with each other in terms of interpersonal communication. As for functional factors, they apparently play a decisive role in the emergence of conflicts between managers and subordinates. 3.2 Causes of conflicts: . Violation of labor cooperation by one of the team members. . Most conflicts are related to violations of the norms of business interaction, i.e. due to functional reasons: dishonesty, lack of discipline. . If the norms of cooperation are clearly fixed, then there are fewer conditions for its emergence. The possibility of conflicts is reduced when a leader knows how to properly perceive criticism. It also decreases with the simplicity and modesty of the leader’s communication with subordinates, the ability to convince people, consult with subordinates, and listen to their opinions; if the requirements made by the manager to the subordinates are justified, there is clarity and consistency, and the manager’s ability to organize the work activities of the subordinates. To prevent intragroup interpersonal conflict among teachers it is necessary: ​​. The ability to take into account each other's interests. . Accept criticism from your colleagues. . Show politeness, tact, and respect towards each other. . Discipline at work. To reduce conflicts with subordinates, a manager must: 1. Objectively evaluate the work of his subordinates. 2. Show care towards them. 3. Do not abuse official power. 4. Effectively use the method of persuasion. 5. Improve the style of your organization. Emotional well-being in a team is determined by the leadership style of this team on the part of the administration. 3.3 Ways to resolve conflicts: 1. Before reacting to the action of another person, it is necessary to find out why this person acted this way and not otherwise. 2. Encourage the parties to the conflict to establish direct contact with each other, to openly discuss the conflict situation. 3. Create conditions for people in conflict to work so that they do not have contact with each other for a long time. 4. Inform all teachers when distributing bonuses and salary increases (social justice and transparency). 5. Managers must improve the style of organizational work with subordinates. 6. Do not abuse official power. 7. Prevent and eliminate interpersonal conflicts. 3.4 Principals come into conflict with their head teachers most often: 1. Because of discrepancies in assessing the performance of teachers, when it seems to them that the head teacher is biased towards teachers, undeservedly praises some and deliberately criticizes others. 2. The head teacher contrasts his position with the director’s opinion. 3. The deputy exceeds his powers. 4. Lack of diligence. 5. Tactfulness and demandingness towards teachers. 6. Directors react more painfully when head teachers publicly express their disagreement with the assessment they give to the activities of team members. 7. Head teachers most often come into conflict with the director because of his tactlessness shown in front of teachers and his unwillingness to support their demands and decisions. 8. Sometimes the relationship between directors and head teachers becomes more complicated due to nepotism in work: for example, when the director’s wife begins to manage her head teacher husband. 3.5 Difficulties in managing the teaching staff. By difficulty we understand the tension that subjects of activity experience when solving a certain problem. The most difficult to solve are socio-psychological problems. What is most difficult for school directors is: . Ensuring clear discipline and organization in the work of teachers. . Solving the problems of forming public opinion in the teaching staff. . Teachers' critical attitude towards each other's shortcomings. . Fostering in them the need to work creatively, constantly improving their skills. . Lesson analysis. . Monitoring and revealing the creative abilities of teachers. . Stimulating their work activity. . Team building. . Regulating relationships within it. . Organization by the director of his own activities, distribution of time in such a way as to make time for self-education and rest. IV PRACTICAL PART 4.1. Goals, objectives, object of research. My research work is aimed at identifying the relationship between the psychological climate and conflicts in the teaching staff. By psychological climate we mean the relatively stable psychological states of the teaching staff that are significant for the activities of its members. The climate can be favorable or unfavorable, have a good or bad effect on a person’s well-being. This means that when talking about climate, they have an ecological characteristic of the psychology of the collective, which constitutes the living conditions of the individual. Of course, the concept of “climate” is very capacious. It covers not only the psychology of the team, but also all other conditions that influence the human condition, including the peculiarities of the organization of work, material conditions, etc. For example, the creative climate is the entire set of factors in the intra-school situation that influence the teacher’s professional and creative well-being and his professional growth. Among them, an important place is occupied by psychological components: people’s mood, their relationships, cohesion. They form the basis of the psychological climate. Based on all of the above, it can be argued that the psychological climate of the team is an integral part of conflict situations. He plays a crucial role in its further development and resolution. After all, if there is a favorable psychological climate in the teaching staff, then the conflict is more likely to be resolved in a positive way, and if it is unfavorable, then in a negative way. The main goal of the study is, as mentioned earlier, the impact of conflicts on the teaching staff. During the work, the following tasks were set: Conduct a study to identify the psychological climate in the teaching staff. Carry out the methods. Determine whether this team is in conflict or not. The object of the study is the teaching staff, represented by teachers aged from 25 to 45. The sample is 25 people. Of these, 20 are women and 5 are men. When carrying out the empirical research, the following methodology was used: Methodology for studying the attitude of educators and teachers towards colleagues The study of relationships and communication in the “teacher-colleague” system was carried out using Fiedler’s technique. We assessed the psychological atmosphere in the team using a questionnaire scale proposed by F. Fiedler. The teachers were given the following instructions: “Below are pairs of words that are opposite in meaning, with which you can describe the atmosphere in any group. The closer to the right or left word in each pair you place the “X” sign, the more pronounced this sign is in your teaching team 1. Friendliness:_:_:_:_:_:_:_:_: Hostility 2. Agreement: :_:_:_:_:_:_:_:_ Disagreement 3. Satisfaction:_: : _:_:_:_:_:_: Dissatisfaction 4. Passion:_:_:_:_:_:_:_:_: Indifference 5. Productivity:_:_:_:_:_:_: _:_: Unproductive 6. Warmth:_:_:_:_:_:_:_:_: Coldness 7. Cooperation:_:_:_:_:_:_:_:_: Lack of cooperation 8. Mutual support:_:_:_:_:_:_:_:_: Unkindness 9. Entertaining:_:_:_:_:_:_:_:_: Boredom 10. Success:_:_:_ :_:_:_:_:_: Failure All teachers who took part in the study were assigned to two levels of assessment of the socio-psychological climate: Educators and teachers of the first level assess the psychological climate in the team as favorable (the final indicator ranges from 10 to 35 points), and teachers assigned to the second level are considered unfavorable (the final score ranges from 36 to 80 points). Ideas about the cohesion of a team make it possible to understand the extent to which the values ​​of its members, their aspirations and ideas about ways to achieve common goals and specific tasks coincide. This is, to a certain extent, the answer to the question of how attractive the team is for each of the teachers. Most often, cohesion is associated with the nature (favourability) of interpersonal relationships, the absence of isolated, rejected group members. This is one of the most important factors influencing their productivity and their well-being in the team, satisfaction with their contacts with comrades and management. 4.2. Results and conclusions of the study. Based on the data obtained, the psychological climate in the teaching staff on which this study was conducted can be interpreted as unfavorable, since the average score according to the method is 50 points. Consequently, in this teaching team there are more negative qualities such as hostility, disagreement, dissatisfaction, indifference, unproductivity, coldness, lack of cooperation, ill will, boredom, ill will. Conclusion: Based on the work done and the data obtained as a result of the study, it can be argued that a rather difficult situation has developed in this teaching staff. Here the values ​​of its members, their aspirations and ideas about ways to achieve common goals and specific tasks do not coincide. As a result, destructive conflicts arise, that is, conflicts leading to the disintegration of team cohesion and interpersonal hostility, which will naturally affect their professional activities. To improve the situation in this team, professional intervention is simply necessary. Urgent intervention from the director of this educational institution is also necessary (in the theoretical part, we have already considered how the director can influence such a situation). CONCLUSION This work is devoted to conflicts in teaching teams. This problem is one of the most fundamental in the modern education system today. But at the same time, it is underdeveloped. The question is: “WHY?...”. After all, a favorable resolution of the conflict depends on a favorable psychological climate, which, in turn, determines the quality of education for OUR children. Unfortunately, at present these problems are not yet recognized by everyone. Thus, according to one study, only 2.5% of school principals are trying to master the ideas of cooperation pedagogy, only 2.3% of them are interested in issues of self-government. But the director plays the most important role in the cohesion of the teaching staff... Also underdeveloped is the problem of adaptation of young specialists in the teaching staff. After all, young teachers simply need to know how to behave in a new team, since the members of the new team will also be wary of the “newcomer”. I hope that in the near future this problem will receive the widest possible analysis, since without knowing what to do in a conflict situation, you can make irreparable mistakes. LITERATURE 1. O.V. Allahverdova, V.I. Viktorov, M.V. Ivanov, E.N. Ivanov, A.S. Karmin, A.V. Lipnitsky - “Conflictology” St. Petersburg 2000 2. N.F. Vishnyakov “Conflictology” Minsk 2000 3. N.P. Anikeev “To the teacher about the psychological climate in the team” Moscow 1983. 4. R.H. Shakurov “School director and microclimate of the teaching staff” Moscow 1979. 5. R.H. Shakurov, B.S. Alishev “Causes of conflicts in teaching teams and ways to overcome them” - Questions of Psychology No. 6 Moscow 1986. 6. S.S. Kharin, A.N. Bashlakova, N.Yu. Klyshevich “Diagnostics and correction of communicative activities of teachers” Minsk 1996. 7. N.I. Khodor “Lectures on educational psychology” 8. “Frustration, conflict, defense” - Questions of Psychology No. 6 1991. 9. R.H. Shakurov “Social and psychological foundations of management: leader and teaching staff” Moscow 1990.

Factors that hinder the formation of a positive psychological climate include conflicts, or “climate disturbances,” in the teaching staff.

A socio-psychological conflict is considered by most experts as a sharp aggravation of contradictions that arise in the sphere of direct communication between people.

Conflicts that arise in teaching teams are, by their nature, interpersonal conflicts, as they reflect situations of interaction between people in which they either pursue incompatible goals of activity, or have different understandings of the ways and means of achieving them.

Conflicts can result from various reasons.

The causes of interpersonal conflicts in the teaching staff are mainly related to the disruption of relationships established in the process of joint teaching activities. These may be business connections that arise between teachers and managers regarding the teaching activity itself.

The level of these relationships is determined by the goals and objectives of the activity, the level of professional training and competence, interests, and inclinations of teachers. Relationships of a “role” nature arise when it is necessary to comply with rules and norms that correspond to professional ethics.

Personal relationships are established between teachers in the process of joint activities and are determined by their individual characteristics.

Depending on the named relationships, three main groups of conflicts in the teaching staff are distinguished 1.

(1 See: Simonova L.V. Interpersonal conflicts of teachers and high school students and ways to overcome them. - M., 1989.)

The first group - professional conflicts, arise as a reaction to obstacles to achieving the goals of professional and pedagogical activity, when business ties are disrupted.

Such conflicts are a consequence of the teacher’s incompetence, lack of understanding of the goals of the activity, lack of initiative in work, etc.

The second group - conflicts of expectations, arise in cases where the behavior of a teacher does not correspond to the norms of relationships accepted in the teaching team, when behavior and activities do not correspond to their expectations in relation to each other. This is tactlessness towards colleagues and students, violation of professional ethics, failure to comply with the requirements of the team, etc. Such conflicts arise when relationships of a “role” nature are violated.

The third group - conflicts of personal incompatibility, arise as a result of the personal characteristics of the participants in the pedagogical process, characteristics of character and temperament. Intemperance, inflated self-esteem and self-esteem, emotional instability, and excessive touchiness underlie the conflicts of this group.

The logic of conflict resolution consists of the following sequence of actions: conflict prevention; conflict management if it has already arisen; making optimal decisions in a conflict situation; conflict resolution.

At the conflict prevention stage, it is important to find out why a given person acts in this way. The head of the teaching staff cannot remain indifferent to the emerging conflict, so he can bring the conflict participants into open contact, for joint analysis and discussion of the current situation. At the stage of conflict management, the leader conducts individual conversations and ensures psychological preparation of each conflict participant for the upcoming meeting and communication.

If the conflict cannot be stopped at the initial stage, tactics and strategies for resolving it are developed. This is carried out by the school director or his deputies, and if necessary, a collective decision is made. It may be due to the fact that conditions are created for conflicting team members so that they do not contact each other for some time or these contacts are limited.

Professional conflicts and role expectations are eliminated by changing working conditions, organizing the educational process, making adjustments to the school’s operating hours, etc.

Conflicts of personal incompatibility are more difficult to resolve.

In such cases, managers choose ways to resolve conflicts in which the conflicting parties are forced to admit the existence of a different point of view, a different approach, and the manifestation of individual characteristics.

QUESTIONS AND TASKS

1. Why does the school act as an organizing center for joint activities of the school, family, and community?

2. How does the teaching staff of the school differ from other teams?

3. What are the signs of a positive psychological climate in the teaching staff?

LITERATURE FOR INDEPENDENT WORK

Boyko V.V. Small family: socio-psychological aspect. - 2nd ed. - M., 1988.

Educational work with students outside of school / Ed. L.M. Nikolaeva. - M., 1981.

Dezhnikova N.S. The teaching staff of the school - M., 1984.

Kovalev A.G., Panferov V.N. Socio-psychological climate of the team and personality. - M., 1983.

Kapralova R.M. Job class teacher with the students' parents. - M., 1980.

Kovalev S.V. Psychology of the modern family. - M., 1988.

Makarenko A.S. A book for parents. // Works: In 7 volumes, Vol. IV. - M., 1957.

The wisdom of education: A book for parents / Comp. B.M. Bim-Bad et al. - M., 1987.

Satir V. How to build yourself and your family: Trans. from English - M., 1992.

Frolova G.I. Organization and methodology of club work with children and adolescents: Proc. allowance. - M, 1986

Prevention of conflicts in the teaching staff of preschool educational institutions

In everyday life, a person deals with a wide variety of situations. Their totality, manifested both at work and at home, forms a person’s living space.

Among these situations, those that require a person to search for new solutions and energy costs stand out. Typical life situations of this kind are conflicts.

Conflict - this is a contradiction perceived by a person as a significant psychological problem for him, requiring its resolution and causing activity aimed at overcoming it.

The teaching staff, like any other, has its own specifics. The main specificity of the kindergarten team is that the main contingent is women. This fact has an additional impact on the quantity and quality of conflicts.

Participants in the conflict may be:

1. Administration (head, deputy head of ACh, senior educator).
2. Teachers (educators, educators with specialization, specialists (teacher-speech therapist, instructor in physical culture and etc.)).
3. Parents.

Let's look at the most common conflicts in preschool institution and the reasons for their occurrence:

1. Educator - educator

Causes: personal antipathy, disagreement of points of view on professional issues, jealousy of relationships with parents and children, a feeling of one’s own unfulfillment.

2. Senior teacher - teacher

Causes: insufficient interest of the teacher in the implementation of educational programs and their results, the teacher ignoring the proposals of the senior educator, new developments. Absence constructive model interaction between senior teacher and teacher.

3. Head - senior teacher

Disagreements regarding the implementation of various programs, ignoring each other's pedagogical principles and views.

4. Administration - educator

Excessive demands and inadequate assessment of work. Inconsistency of the teacher’s activities with the expectations of the administration, dissatisfaction with the leadership style.

5. Educator - parent

Disagreements regarding the psychological characteristics of the child, the child’s inappropriate behavior in the group. Excessive demands on the child, inadequate assessment of the child’s abilities, insufficient attention to the child.

6. Parent - Administration

Lack of parental awareness of the activities of preschool educational institutions, specialists and their activities. Insufficient awareness of the administration about the family.

Any of the listed conflicts can have a positive impact on self-organization, goal achievement, and development of the teaching staff or, on the contrary, provoke instability, disorganization, and destroy established relationships and traditions.

When talking about predicting conflicts in preschool educational institutions, one should take into account the personal characteristics of educators, disagreements about professional activities, and the presence of stress factors in the educator.

More an effective way to prevent conflictsin the teaching staff - creating a favorable atmosphere, increasing the psychological culture of the administration and teachers, mastering techniques for self-regulation of emotional states in communication.

In order to prevent conflicts in the teaching staff of our kindergarten, I use the following working methods:

I. Study of the teaching staff.I use the following diagnostic techniques:

1. Methodology for determining the index of group cohesion of a team (Sishora).
2. Study of the psychological climate of the team (Lutoshkin’s diagram map).
3. Test “Study of the characteristics of response in a conflict situation” (K. Thomas).
4. Questionnaire “Relationships in the teaching staff.”
5. Studying the attractiveness of work.
6. Diagnostics of operability and compatibility.
7. Methodology for determining the leadership style of a workforce.
8. Diagnosis of the dominant psychological defense strategy.

The use of these techniques (as personnel changes in the teaching staff, when drawing up development programs, experimental work programs, when summing up the results of work over a certain period of time) allows not only to identify interpersonal conflicts, but also to carry out preventive work to prevent conflict situations. Draw the attention of members of the teaching staff and administration to the possibility of various types of conflicts arising.

Based on the diagnostic results, I draw up psychological portraits of educators, give recommendations on the placement of personnel (in this way, personal antipathy can be excluded), and develop methodological recommendations (for the administration or educator) for correcting the style of communication with other preschool employees, the administration and parents of students, and the style of teaching activities. For the kindergarten administration, this makes it easier to coordinate the actions of employees, control and delegate authority.

II. Depending on the results obtained, together with the senior teacher, we build directions for further activities in working with the teaching staff:

1. Development of team cohesion:

1. joint events;
2. mobilizing the strength of team members to solve the problem;
3. training.

2. Working with personal problems:

1. referral to a specialist;
2. training sessions (development of auto-relaxation skills, communication skills, etc.);
3. connection of the administration with permission.

In practice, our kindergarten uses a number of recommendations for employees"Attention! Conflict!"

1. Objectively evaluate the work of your subordinates.
2. Show concern for them.
3. Do not abuse official power.
4. Effectively use the method of persuasion.
5. Improve your style of organizing work with subordinates.
6. Inform all teachers when distributing bonuses and salary increases (social justice and transparency).
7. Prevent and eliminate interpersonal conflicts.

Emotional well-being in a team is determined by the leadership style of this team on the part of the administration.

Tactics of behavior of teachers in situations of official conflict

In case of an official conflict, you can use the following methods for resolving it:

1. Understand the situation by answering the following questions:

1. How large is the share of subjective factors in the conflict, what are the sources of bitterness on one or both sides?
2. What goals might you be preventing the other party from achieving?
3. What personal barrier - attitudes, temperament, character, “nervousness” - have you encountered?
4. What is more important for the case - the possible consequences of the conflict or the problem itself due to which the clash occurred?

2. Be the first to take a step towards normalizing relations.Openly accept a share of the blame and offer to calmly find a solution acceptable to both parties.

3. Recourse to the opinion of a third, a disinterested and authoritative person who should consider the business side, not the emotional side of the conflict.

Responding to Conflict Behavior

A person will find himself in various life situations. And conflicts also often accompany us in life. How to react to such situations?

1. The main thing is an internal principled attitude.
2. Wisdom. A wise person, regardless of age, looks at everything from above and broadly; aggressiveness among people is a natural phenomenon and reacting to every attack will cost itself more.
3. Understanding the other. Why does a person behave in conflict? There can be many reasons. But most likely he cannot cope with any situation. Understand him, help him, or just pass him by.
4. Inner serenity and preservation of dignity. A mentally healthy person cannot be humiliated or insulted. “Here they can act basely, they cannot humiliate us!” If you know your worth, why would you believe the words of another? And you can make lemonade from a lemon: pay attention to how others perceive you, what they especially notice.
5. Your retaliatory aggression is unconstructive. As a rule, it causes retaliatory aggression.
6. Peacefulness is your ally.
7. Be prepared to admit your guilt. As long as you consider the other guilty, he will defend himself and see only you as guilty.
8. Don't be vindictive. A person who is bad for you may absolutely not be such for others.

1. Recognize the existence of a conflict, i.e. recognize the existence of opposing goals and methods among opponents, and identify these participants themselves. In practice, these issues are not so easy to resolve; it can be quite difficult to admit and state out loud that you are in a state of conflict with an employee on some issue. Sometimes the conflict has existed for a long time, people suffer, but there is no open recognition of it, everyone chooses their own form of behavior and influence on the other, but there is no joint discussion and way out of the current situation.
2. Determine the possibility of negotiations. After acknowledging the existence of a conflict and the impossibility of resolving it “on the spot,” it is advisable to agree on the possibility of holding negotiations and clarify what kind of negotiations: with or without a mediator and who can be a mediator that is equally satisfactory for both parties.
3. Agree on the negotiation procedure. Determine where, when and how negotiations will begin, i.e. stipulate the timing, place, procedure for conducting negotiations, and the start time of joint activities.
4. Identify the range of issues that constitute the subject of the conflict. The main problem is to define in shared terms what is in conflict and what is not. Already at this stage, joint approaches to the problem are developed, the positions of the parties are identified, the points of greatest disagreement and points of possible convergence of positions are determined.
5. Develop solutions. The parties, when working together, offer several solution options with cost calculations for each of them, taking into account the possible consequences.
6. Make an agreed decision. After considering a number possible options, during mutual discussion and provided that the parties come to an agreement, it is advisable to present this general decision in writing: a communiqué, resolution, cooperation agreement, etc. In particularly complex or critical cases, written documents are drawn up after each stage of negotiations.
7. Implement the decision made in practice. If the process of joint action ends only with the adoption of a well-developed and agreed upon decision, and then nothing happens or changes, then this situation can be the detonator of other, stronger and longer-lasting conflicts. The reasons that caused the first conflict have not disappeared, but have only been strengthened by unfulfilled promises. Repeated negotiations will be much more difficult.

The use of active forms of working with a team (games, exercises, etc.) is appropriate and increases the effectiveness of this work.

Active forms of work with the teaching staff on conflict prevention, used in our kindergarten

Exercises to help prevent and resolve conflicts.

1. These exercises can be carried out in the middle of the day, in turn with all teachers For preventing conflicts and relieving tension.

“Pushing.”

Two competitors must raise their arms above their heads, join hands with their fingers intertwined, and push each other in such a way as to force the opponent to touch the wall.

“Clap your hands.”

Person A extends his hands, palms down. Person B extends his hands, palms up, and places them under the hands of person A. Purpose of the exercise: B tries to slap A's palms, quickly moving his hands in the direction
the palms of A. As soon as B begins to move, A tries to move his hands away before B can slap them.

The person is asked to curl up in“elastic ball” ; someone from the group whom he chooses “turns around” him, he can resist, or he can succumb. Some group members try to help him maintain his position, others “turn him around.”

The exercises should be fun, if someone does not want to participate, do not force them, it is better to invite them to join the others later.

Usage method of game modeling of problem situations. At the same time, educators are most often offered a specific situation from the practice of working with children, in which the teacher must make a pedagogically correct decision. This method helps to choose the most reasonable exit from the many proposed models for the development of events. And this is only possible if we deeply and comprehensively analyze the proposed situation, compare various options, justify the chosen solution.

1. Role-playing and business games.
2. Group cohesion exercises.
3. One of the common forms of conflict prevention and resolution is a form of training.

Conflict training.

One of the common forms of conflict prevention is training.

Training is one of the forms active learning, the result of which is the participant’s mastery of certain forms of behavior. During the training, the participant will gain knowledge about the psychological nature of conflict, its structure and dynamics, and effective methods of resolution. During the training, teachers learn the basic ways to resolve emerging pedagogical conflicts:

1. mapping (mapping the conflict);
2. developing alternatives to conflict behavior;
3. negotiation;
4. mediation.

Purpose of the training:

providing an opportunity for teachers and class participants to gain theoretical knowledge and practical experience in constructively resolving pedagogical conflicts.

During the training, real situations from teaching experience are simulated, during the discussion of which teachers acquire the skill of analyzing the situation and looking for a compromise solution in a conflict with students. The specificity of the program of this training is that participants learn not only the ability to analyze a conflict, but also the skills of mediation in resolving conflict, which is important in school life. The content of the program is based on the problem of relationships between such subjects of the educational process as a teacher and a student.

Tasks:

1. provide theoretical information about conflicts and their causes, about the characteristics of pedagogical conflicts;
2. teach methods of analysis and methods of finding a solution in a conflict situation;
3. help participants adjust their behavior to reduce its potential for conflict;
4. promote the formation of communication skills, the ability to listen, express your point of view, and come to a compromise solution;
5. develop skills and team interaction skills.

The training program consists of 7 lessons. The first lesson – “At the start” – is introductory, a kind of foundation on which to build further work groups.Purpose of this lesson– creating favorable conditions for working in a group: uniting the group, developing work rules, creating an atmosphere of openness, goodwill, interaction, positive motivation and attitude to work. During the lesson, various gaming methods and exercises, self-regulation techniques (relaxation techniques) can be used, aimed at achieving the stated goal.

The last lesson – “Final” – is devoted to discussing the results of the training, the results of the group’s work and reflection on their participation. The exercises selected by the facilitator should be aimed at completing group work.

Scenarios for other classes are presented in the program. At each lesson, it is advisable to use relaxation exercises and train teachers in self-regulation skills. The presenter selects these exercises.

The training program can be adjusted depending on the specifics of the group and its requests.

Conditions for implementing the program

Requirements for the training leader:

Classes are conducted by a psychologist who has:

1. psychological education;
2. experience in conducting training groups;
3. experience of participating in training.

Room requirements: this can be a spacious room with space for working on written assignments and a place for doing exercises.

Quantitative and qualitative characteristics of the group: the program is recommended in the form of group meetings within the teaching staff of the kindergarten on a voluntary basis. Thus, the training participants are teachers of the same kindergarten. The optimal group size is 10–15 people.

Time characteristics: the training is designed for 7 sessions of 2–2.5 hours (14 hours). These could be meetings 2 times a week for a month.

If additional elaboration of a topic is required, the program can be expanded with additional classes.

Forms of work and principles:

To achieve the goal, the following techniques are used: game, exercise, discussion, dialogue, diagnostics, situation modeling, mini-lecture, conversation, reflection, group discussion.

Work is organized in such forms as individual work, work in pairs, small groups, and work of the whole group.

All this allows you to implement the principles of training:

1. the principle of maximum activity, which implies the maximum level of involvement of each group member. The activity principle is based on the idea that a person retains 10% of what he hears; 50% of what he sees; 70% of what is spoken; 90% of what he does himself. Exercises and tasks are designed in such a way that they allow all group members to actively participate in their implementation.
2. The principle of maximum reliability of information, which is ensured by the fact that the means of extracting knowledge is the participants’ own activities; the subject of discussion is visual facts - examples from real life.
3. The principle of everyone’s active research position suggests that each exercise and task is an occasion for analyzing the actions and experiences of the participants.

Thus, the principles of the training are based on the active exploratory nature of the participants’ behavior.

The main emphasis in classes is on work in small groups. The main method of work is role-playing, in which participants play out roles and situations from teaching practice.

Since most of the tasks are performed in subgroups, the leader uses game methods to divide the participants: by birthday, by length of service, etc. Each lesson uses an exercise - an energizer, the goals of which can be very different: relieve tension, relax, establish a friendly atmosphere, relax, warm up the group, set up for subsequent work, activate group dynamics, etc.

Classes are built according to a single structure:

1. Welcome ritual.
2. Warm up.
3. The main content of the lesson.
4. Reflection on the past lesson.
5. Farewell ritual.

Equipment and materials:chairs (according to the number of participants), paper for notes, pens, forms for testing, a tape recorder with recordings of relaxation compositions.

Expected results:the ability for teachers to develop adequate ways of behavior in a conflict situation and effective ways of resolving conflicts.

Program effectiveness:The assessment of effectiveness is reflected by feedback from teachers about the training and the results of a survey of participants. Participants evaluate the training as providing really useful knowledge and skills not only in the professional sphere, but also in everyday life. According to the participants, they gained the skills to analyze their own professional behavior and actions, the opportunity to look at relationships through different eyes, and improve relationships with colleagues, administration, and parents.

Lesson topic
Lesson 1. At the start.	Uniting the group, developing work rules, creating an atmosphere of openness, goodwill, Interaction, positive motivation and work attitude.
Lesson 2. Psychological nature of conflict.	Definition of conflict. Structure, sphere, dynamics of the conflict. Causes. Modality of obligation in the teacher’s speech as one of the reasons for the conflict.
Lesson 3. Basic types of behavior in conflict and its resolution.	Leading strategies for behavior in conflict. Self-diagnosis based on the Thomas test for determining behavior in a conflict situation.
Lesson 4. Strategy of cooperation in pedagogical conflict.	Cooperation strategy as the basis for constructive communication in conflict. Distorted understanding of another's interests Parties to the conflict
Lesson 5. Teacher mediation in conflict.	The role and functions of a mediator in a conflict. Features of communication between a mediator in a conflict. Rules for constructing communication by an intermediary. Organization of a conflict resolution procedure through a mediator.
Lesson 6. Pedagogical manipulation.	General characteristics of a manipulative communication style Reasons for manipulation. Pedagogical manipulation as a destructive factor in communication. Ways to overcome pedagogical manipulation.
Lesson 7. Final.	Completion of group work. Summing up the group's work. Discussion of the training results. Reflection.

Lesson 2. Psychological nature of the conflict.

Objectives: to define the conflict, its structure, scope, dynamics; identify the causes of conflicts; consider the modality of obligation in communication as a possible cause of pedagogical conflict; practice the skills of replacing the modality of obligation in the teacher’s speech.

1. Welcome ritual.

Goal: formation of trusting relationships in the group, creation of positive emotional attitudes.

Instructions: Take turns greeting each other in any way.

1. Exercise "Associations".

1. Today we deal with conflicts. Now I invite those who have never been in a conflict in their lives, who do not know and cannot imagine what a conflict is, to stand up...

None of us got up.

1. Let everyone say what the word “conflict” is associated with? What image does your imagination suggest? What thoughts, feelings, sensations arise during this? What does conflict “look like”?

Discussion: Why are we doing this exercise?

1. Working with the board.

The presenter writes: “Conflict is...”

The answers are written on the board: positive and negative wording - on different sides of the board.

Analysis of what was recorded. The group draws a conclusion.

1. Presentation and discussion of theoretical material.

Theory: Conflict has a structure, scope, dynamics.

The structure of the conflict consists of the external and internal positions of the participants, their interactions and the object of the conflict.

The internal position of the conflict participant – goals, interests, motives;

The external position of a conflict participant is speech behavior, opinion, point of view, wish.

The sphere of conflict is business and personal.

The dynamics of the conflict consists of 3 stages:

1. build-up
2. implementation
3. attenuation

Resolving the conflict can begin by combining objects:

There is one important rule:

We must not allow conflict from the business sphere to move into the personal sphere.

You can successfully block a conflict at the stage of its occurrence. One of the most effective ways to block a conflict is to transfer it from the plane of communicative interactions to the objective-activity plane. “Negative energy” is spent in activities and will not spill out in relationships.

The conflict has flared up - the implementation stage. When strength and energy are exhausted, the attenuation stage begins. A release of tension occurred and the participants in the conflict “threw out” their emotions. Then at this stage educational correction is effective: conversations, finding out the causes of the conflict.

1. Work in groups: participants are divided into 3 groups.

Each group receives a task: to prepare and act out a conflict situation from the life of a kindergarten.

Presentation of skits. Analysis. Reflection and discussion:

1. What do all the scenes have in common?
2. What feelings did you notice while completing the task?
3. What was it like for you in the role of those in conflict?
4. What could be the consequences of these conflicts?
5. What can be the positive impact of conflict on its participants?

1. Causes of conflict situations.

1. Diagnose your group's version of the conflict situation in terms of cause.

Discussion.

1. Work in groups.

Assignment: given are typical phrases that we usually pronounce. How can or should it be said?

Discussion.

1. Farewell ritual.

Lesson 3. Basic types of behavior in conflict and its resolution.

Objectives: identify types of behavior in conflict, note the factors that determine it; practice choosing a specific style of behavior in conflict; determine your own style of behavior in a conflict situation based on diagnostics (Thomas test).

1. Greeting ritual: silent greeting of each other - everyone silently walks around the office, touches each other, looks into each other’s eyes, without saying a word.
2. " Dialogue"

Goal: to help participants learn to understand the position of another.

Instructions: we work in pairs: one is the speaker, and the other is his echo. The speaker states his position on the topic “Why do conflicts arise in kindergarten?” The echo paraphrases the speaker’s statement, that is, repeats his statement in his own words. If the speaker is satisfied with the echo, then he speaks further; if not, he corrects it.

1. Exercise "Peeping Games".

Instructions: stand in a circle, look carefully at each other and lower your eyes down. After the signal (clap), everyone must raise their heads and point a finger at one of those present. If the choice matches, the couple moves aside. The whole group is thus divided into pairs.

One takes a place on a chair, the other stands in front of him. Palms touch. One puts pressure on the palms, the other resists. Then switch places.

1. How do you feel when another person puts pressure on you?
2. In what type of behavior in a conflict does the partner “pressure”?
3. In what type of conflict behavior can a partner feel “repressed”?

1. Diagnosis of the leading strategy in conflict: Thomas Test

Goal: to determine your own style of behavior in situations of disagreement.

Discussion: Do you agree with the test result?

On the desk:

Leading strategies for behavior in conflict

Competition Cooperation

Compromise

Avoidance Accommodation

Discussion.

1. Work in groups: participants are divided into 4 groups, each group receives a task.

1. Competition "For me to win, you must lose"
2. Device "For You to Win, I Must Lose"
3. Compromise: “For each of us to win something, each of us must lose something.”
4. Collaboration “For me to win, you have to win too”

The group discusses and prepares in a theatrical form a conflict situation from the life of a kindergarten, demonstrating this type behavior.

Discussion: does the scene shown correspond to the “motto” and the declared style of behavior?

Conclusion:

1. What are the reasons for choosing a style of behavior in conflict?
2. Which style is most constructive in conflict?

1. Exercise "Head"

Goal: relieve unpleasant somatic changes

Instructions: Stand straight, shoulders back and head back. Try to feel in which part of the head the feeling of heaviness is localized. Imagine that you are wearing a bulky headdress that puts pressure on your head in the place where you feel heaviness. Mentally remove the headdress with your hand and expressively, emotionally throw it on the floor. Shake your head, straighten your hair with your hand, and then throw your hands down, as if getting rid of a headache.

1. Summing up the lesson. Reflection.
2. Farewell ritual.

Lesson 4. Strategy of cooperation in pedagogical conflict.

Goals: to show the existence of distorted ideas about a person in an emotionally tense situation, to learn to resolve conflicts taking into account the interests of all parties.

1. Welcome ritual.
2. Exercise “If ..., I would ...”

Goal: developing skills to quickly respond to a conflict situation.

Instructions: The exercise is performed in a circle: one participant sets a condition in which a certain conflict situation is specified (“If I were shortchanged in a store ...”), the next participant completes the sentence (“I would demand a complaint book”).

1. Game "Contract".

Goal: search and development of proposals that satisfy the needs of the other party.

Instructions: Participants are divided into 3 groups: “teachers”, “pupils”, “parents” (Cut out squares of three colors from paper in advance, invite participants to choose a square of the color they like, without saying the task).

Situation: The teacher offers to go on an excursion with the whole group on one of the weekends, but on one condition that several parents will also go. The parents refuse.

In this situation, the difference in interests of the parties can lead to conflict.

Assignment: discuss the current situation from the point of view of the representatives whose interests you represent. Write down in 3 columns of the table the interests, problems, proposals of the group of participants that you represent.

1. How can all participants come to an agreement based on their interests?
2. What will help reach an agreement?
3. What's stopping you?

Discussion. Reflection.

1. Exercise "Contact".

Instruction: Touch index fingers with a partner, perform circular movements together at the same time. Try not to break contact.

Reflection of your sensations and feelings.

1. Summing up the lesson. Reflection.

9. Farewell ritual.

Lesson 5. Teacher mediation in conflict.

Objectives: to show mediation as a way to resolve conflict, the role of the teacher as a mediator between conflicting parties.

1. Welcome ritual.
2. Exercise “Auction of sculptures”.

Goal: to express important aspects of the conflict without words, using the body.

Instructions: Work in pairs. One of the partners plays the role of a sculptor, the other - “material”. The sculptor “sculpts” a sculpture from both of them on the theme “Relationships in Conflict” silently, using only his hands. "Material" is passive. The sculpture remembers the final version to demonstrate. Then the partners change roles.

Discussion. Reflection: Is the material pliable? What is the nature of the sculptor’s touch? How did you feel during the process of making the sculpture? What thoughts came to mind?

1. Role-playing game “Smoothing out conflict.”

Goal: developing skills and abilities to smooth out conflict.

Instructions: Participants are divided into “triples”. Each “troika” comes up with a scenario in which two participants represent the conflicting parties, and the third plays the role of an arbiter, a peacemaker.

Discussion:

1. What conflict resolution techniques have been demonstrated?
2. What interesting discoveries do you think were used?
3. How should those participants who failed to smooth out the conflict behave?

Reflection on your role.

1. Mediation technique for conflict resolution.

The technique consists of 4 steps:

1. "Take time to talk." (the mediator helps the participants agree on the time and place of negotiations)
2. “Plan the organization” (the mediator “starts” the conversation)
3. “Speak out” (participants must speak out completely, express their point of view and listen to the position of the other).
4. "Agreement". (negotiations must end with a decision and a description of what, how and when each conflicting party will do to implement the decision)

Discussion of the methodology.

1. Exercise Eastern Bazaar."

Goal: to develop constructive interaction skills.

Instructions: each participant receives several (according to the number of participants) pieces of paper on which he writes his training name. Then all the pieces of paper are rolled up and collected. This is the so-called “registered money”. Each participant, without looking, takes from the common pile as much money as he gave. When all the money has been sorted out, you can see who got whose. Assignment: get back your “registered money” in any way.

Discussion. Reflection of your feelings.

1. Exercise “Sculpture”: in front of a mirror, fashion a sculpture of yourself called

“Cheerfulness, confidence, cheerfulness, strength.” Remember the pose and facial expressions. Wear and carry this pose three times a day.

1. Summing up the lesson. Reflection.

10. Farewell ritual.

Lesson 6. Pedagogical manipulation.

Goal: to show the teacher’s manipulative communication style as destructive, the teacher’s responsibility for the use of power in conflict with students.

1. Welcome ritual.
2. Exercise "Salute to the Queen".

Goal: to feel like you are in an unusual role.

Instructions: a chair is placed on the table, the queen sits on the chair, the rest are her subjects. Subjects must greet the queen.

Discussion. Reflection: How do you feel about your role?

1. Work in groups: participants are divided into two groups.

Assignment: Group 1 – find the reasons why it is beneficial for a person to exaggerate and demonstrate his strength; Group 2 - find the reasons why it is beneficial for a person to exaggerate and demonstrate his weakness. Illustrate with real life cases.

Discussion of the completed task.

Conclusion: The manipulative style of communication presupposes the presence of a hidden goal of the interlocutor, to achieve which the individual characteristics of the person’s character and his personal attitudes are used. Manipulation is the control of another person by exaggerating or minimizing one’s own personal characteristics or character traits.

Pedagogical manipulation is a unidirectional influence, where the subject of influence is the teacher, and the object of influence is the student. The essence of pedagogical manipulation can be characterized by the words once said by a teacher: “Children do what they want, but they want... what I need.”

1. Work in groups. Each group receives a card with a situation of pedagogical manipulation. Assignment: propose options for resolving the conflict.

Conclusion: Name the ways in which you can overcome the habit of pedagogical manipulation and be “less of a teacher” in kindergarten more human"? (be frank with children, “on an equal footing”, address them by name more often, support the children with a joke, etc.).

5. Exercise – relaxation.

6. Summing up the work. Reflection.

7. Farewell ritual.

The success of work in this area is evidenced by the harmonization of the psychological climate in the teaching staff of our kindergarten.

Training session “I am perfection itself”

Target:

1. Activation of the process of self-knowledge among teachers;
2. Formation of adequate self-esteem of professional qualities and level of aspirations; development of communication skills. group cohesion.
3. Using TRIZ and RTV technology in working with teachers.

Plan:

1. Food for thought

2. Looking for our strengths

3. Fairy tale “Trees are characters”

4. Ideal teacher

5.Dynamic pause

6. Exercise “Saying Things”

7. Finger gymnastics

8. “I am writing to you”

7. Exercise “Museum of Hurtful Memories”

8. “It’s all in the bag”

9. Completion of the lesson. "My personal universe"

Mood: Exercise "Shoe"

Everyone takes off their shoes, the shoes are mixed and placed in different angles hall Participants join hands. Their task is to put on their shoes without breaking their hands. If the hands open, we start all over again.

Leading. – “Information”

Hello dear colleagues!

Several years ago, having chosen the profession of a teacher, you entered the amazing country of small children, thereby agreeing to plunge for a long time into the unusual world of delightful childhood. This world is like space, but it is located more in time than in space. Like space, it is always close and far, and the one who is brave, wise, and successful, let him enter into it!

You yourself were only recently children, and it seemed easy to find a common language with those you understood so well. But when we got up another step, we suddenly realized that we had already grown up and had slightly forgotten the peculiarities of children’s language. Perhaps you were confused. But don’t let the first steps along the thorny road of pedagogy scare you. You will succeed.

In our lesson we will talk about yourself, about your relationship with other people, about the goals that you set for yourself. You will learn your strengths and weaknesses, learn to better understand yourself and understand why you act the way you do and what you can do to improve.

Teaching is a creative profession, and to be a creative person, you need to improve all your best qualities.

What is perfection? -participants' answers(ideal, example, something beautiful, etc.)

Exercise " Looking for our strengths"

At today's meeting I would like to get closer to understanding this concept from a professional point of view.

IN explanatory dictionary Ozhegova has a definition: perfection - this is “the completeness of all virtues, the highest degree of some positive quality (bring to perfection, the height of perfection).”

Now we will look for any virtues in ourselves, albeit imperfect, but clearly expressed positive qualities. Each person in turn says his name and a few positive qualities character that helps you in work and in life.(helps dictionary of personality traits)with the same letter as the name.

The Tale of Character Trees

In some amazing world, in a valley stretched among high and inaccessible mountains, in a magical forest, where amazing birds sing wonderful songs, there grew...Trees-Characters. These were unusual trees. Their appearance was a reflection of the characters of people who lived far, far beyond the mountains.

Each Character Tree had four main branches extending from the trunk, and from them many small ones. These four branches had their own names:Attitude towards people; Attitude to business; Attitude towards yourself: Attitude towards things.Each Character Tree had its own branches, different from others, with its own characteristic feature.

On one Character tree, the branch of Relationship to people was straight and directed upward, because it was a branch Truthfulness , and on the other it was twisted into a ring Lies;

Somewhere a branch of Attitude towards oneself stuck out defiantlyNarcissism, somewhere bent to the ground from its Humiliation . And somewhere she calmly and confidently rose towards the sun as the embodiment Advantages . The branches of the Relationship to things on some Character Trees are twisted from Greed , and on others with an abundance of foliage they discovered their Generosity.

Very different Character Trees grew in this magical forest. The ground cracked under some of the characters - they were so heavy, but the light Characters literally floated in the air, barely clinging to the soil with their roots.

There were characters that were completely covered with needles - from the roots to the crown, and therefore they were very prickly. And others resembled telegraph poles with barely noticeable extensions - these were straight characters.

Even a chainsaw could not cut through the hard Characters, and the soft characters were so malleable that their trunks could easily be crushed like clay.

Among them were very beautiful and ugly, tall and short, slender and creeping along the ground.

The Character Trees were so different because they grew on different soils, the sun warmed them differently, the wind blew differently, and the rain did not provide moisture equally. But every person’s life turns out differently, right?

Sometimes a fierce storm would blow into the magical valley, and it would violently rush at the Trees-Characters: some were broken or uprooted, others were bent to the ground, but could not be broken. There were also those who did not bow even under the strongest hurricane and only proudly straightened their mighty branches- branches Relationships to yourself, Relationships to people, Relationships to business, Relationships to things.

Each person in this forest has his own Character Tree, which in its appearance reflects his inherent character. Many people would like to go there and see what their Character Tree looks like. But no one can get into this magical forest.

Leading. "Ideal teacher"

We already have the first features of a perfect teacher. We divide into two subgroups. One of the groups has red circles, the other has blue circles. A group of teachers with blue circles are our younger children. A group with red circles are older children.

Sit comfortably, relax, hands rest freely on your knees, feel support under your feet. Close your eyes “Kids”, imagine how you would like your teacher to be;

“Older children,” imagine what your teacher should be like.

After 1 minute, each group discusses necessary qualities and comes to a general description, writing down the qualities that should be inherent in a teacher.(We will write them on the board.)

Leading.

At the next stage, you are no longer children, you have become yourself again - adults, experienced teachers. Now you will unite into one group and, from your position, offer 4 qualities of a perfect teacher.(We will write them down) - discussion - 2 min.

So, what were the results of the ideal teacher?

(read out)

Leading.

1. The main quality of a perfect teacher should be constant readiness to play and the ability to turn the most boring and serious activity into a game. Let's try to prove this in practice:

Children live in a world of images; they love different"transformations":

1. If we need to create silence in a group, who can we “turn” children into?

(fish, butterflies, flowers, stones)

Together with your children, you can come up with special spell words for this (preferably rhyming

1. If you need to speed up putting things in order or getting ready for a walk, is it possible?.....

(introduce a competitive moment: who is faster, better, more accurate, more careful - puts on toys, puts on clothes, etc.)

1. In order to gather the attention of children and prepare them for serious work, it will not hurt to “transform” them into artists, performers, mathematicians, etc.
2. You can start the lesson with a specific sound, melody, poem, etc.
3. A creative approach to work involves a constant search for a new form, new materials, and new techniques.

Need to remember:

You can be creative only with that knowledge that has become firmly established in your teaching experience.

2. Availability ability to fantasizeis a mandatory component of a creative teacher:

Such a game can begin at any time and with the help of any object.

Dynamic pause

Exercise “Saying Things”

Today we will learn something new about ourselves and other members of the group. For this purpose, various means can be used. I'll use magic. I want to ask you to remember if you have any thing that has been with you for a long time and that you love.

In a few seconds I will cast a spell and these things will come to life. People will disappear, and only things will remain. They will be able to talk about themselves, their fate, their history, maybe they will tell about their owner, about the relationships that develop between them. So, attention...

Rustle - rustle, in gray holes

The word flashed like gunpowder!

The fire burns to the sky

Things can talk

And now, the person I touch speaks on behalf of his thing. When the thing finishes its story, everyone else can ask it questions.

If she deems it necessary, she will answer, if not, she will answer: “Only Miss Marple knows that!”

Rustle - rustle, rustle of grass,

The whisper fades away

Calms a noisy temperament.

Things go silent!

Things have become things again, they don't speak. However, they remain with you, which means it is up to you whether they will be able to lend their voice at some point in your life, and maybe even advise you something.

Finger gymnastics

"I'm writing to you"

Now we will deal with the epistolary genre.

"Friendly palm"

Participants are given sheets of paper and markers.

Trace the outline of your palm and write your name on it. Then pass the piece of paper with the outline of your palm to your group colleagues, and let everyone leave their wishes or compliments on one of the fingers of the palm, in any free space.

You can take these wishes home with you.

Museum of Hurtful Memories

A person has the greatest power to change himself imagination.

Each of us has been offended more than once. But some people know how to quickly part with grievances, because resentment is nothing more than “rust that eats away the soul.” Others treat their grievances as a great value. They hide them, protect them, accumulate them. And in a conflict they present it, strengthening, as it seems to them, their position. The result of such gathering is disease. Try to write all your grievances on a piece of paper at home, look at them carefully and tell them:

“Resentment, you will forgive me, but I am sending you to the museum of offensive memories. You remain in the past, and I live in the present and future. I don't need any extra weight! Farewell!"And tear this sheet, or burn it. There should always be coziness and comfort, calmness and wisdom in the soul. “Man shuts out his own light,” said Emerson. Try not to do this.

"It's all in the bag"

Oh, how each of us would like to always be sane, far-sighted, impartial, fully in possession of this truly magical gift to us, mere mortals.

Edward de Bono, one of the most famous researchers of the mechanisms of creativity, developed a method that helps teach children and adults to think effectively. "Six Thinking Hats"

he called

your work. The six hats are six different ways of thinking.

White - You are wearing a white hat. With its help, try to record all the events that happened in order and impartially.

At first…

…Then…

And then…

And finally...

Red - - consider the diagram of the events that took place and record all the feelings that you experienced when all this happened?”

Black - Analyze what is worst for you in this situation. the most unpleasant thing. Try to look into the future and say what negative consequences may await you.

Yellow - There are no situations that are only bad or only good. Even when everything around is dark, you need to remember the yellow hat and quickly put it on. Believe me, there is something good in every situation.

Green - creativity hat. Even adversity can spark inspiration. Don't lose your sense of humor

Blue - hat of wisdom. Every situation teaches us something. The blue hat will help you find out what life lesson this situation taught you and why this experience is important to you.

How to try on hats

First of all, we always call the white hat. The last one should be blue. After the black one there should always be a yellow one, but otherwise the order is free!

Leading.

Our lesson has come to an end. If we return to the topic, then the concept of “perfection” is something complete, accomplished, completed. But our journey is not complete, we are in motion. Achieving a goal opens up new horizons ahead. There are no boundaries for perfection! I wish you success on your life journey!

A person with a good heart

Can talk about his perfection.

Let it be small or big

But he is a man with a beautiful soul

He can love, he can help,

He is an affectionate son or a gentle daughter

And everything that he learns, and everything that he creates

With kindness and love he will give to people

You will experience bliss

Yes! A kind heart is the height of perfection!

"My personal Universe"

Exercise “My Universe”

Please remember everything that you consider very necessary and dear to you.

Your favorite activity

Your favorite color

Your best friend

Your favorite animal

Your favorite time of year

Your beloved family and friends

Your favorite music

This will be your favorite planet, the planet of happiness.

If desired, they read out what surrounds them. Drawing “My Planet”

Game “Behavior in Conflict”

Goals of the game:

1. form a concept of types of behavior in conflict;
2. show the main psychological factors that determine the conflict;
3. learn to choose adequate styles of behavior in conflict in the behavioral system of interpersonal interaction.

The facilitator divides all participants into five groups, in each group a representative is selected, to whom the facilitator gives one of five cards with the name of a certain style of behavior in conflict with the corresponding motto:

1. “Competition” style: “For me to win, you have to lose.”
2. Accommodation style: “For you to win, I have to lose.”
3. Compromise style: “For each of us to win something, each of us must lose something.”
4. Collaborative style: “For me to win, you have to win too.”
5. Avoidance Style: “I don’t care whether you win or lose, but I know I have no part in it.”

Each group discusses and prepares a skit that demonstrates the proposed type of behavior in a conflict.

Discussion: conducted in the form of answers to questions:

1. How did this type of behavior in a conflict affect the emotional state and feelings of its participants?
2. Could other behaviors in this situation have been more beneficial to the participants?
3. What makes people choose one or another style of behavior in conflict?
4. Which style is the most constructive for human relationships?

Exercise "Mirror" (development of psychological climate)

Participants are divided into pairs and face each other. One of the players makes slow movements with his hands, head, and whole body. The other’s task is to exactly copy all the movements of his partner, to be his “mirror image”. In each pair, participants independently select the desired complexity of movements and their pace.
During the game, participants working as “reflectors” quickly learn to feel their partner’s body and grasp the logic of his movements. From time to time it becomes easier to follow the “original” and copy its movements, and more and more often situations arise not only of anticipation, but also of anticipating its movements. Having mastered the skills of motor imitation, participants can try their hand at a more complex game: the task is the same, but the roles of “reflection” and “original”, follower and leader, are not defined. Flexibly adapting to each other, the players strive to move in unison.
This exercise is very good remedy development of psychological contact. By observing the progress of its implementation, the coach can identify the “natural” leader in each pair. Difficulties in achieving motor agreement are often associated with the presence of tense relationships between partners.

Exercise "Opinion about me"

Each participant will be able to hear others' opinions about themselves. This "social echo" helps to navigate the group.
You will need paper and pencils according to the number of participants.
1. Each participant writes their name at the top of a piece of paper. The sheets are then placed together in a pile, shuffled, and distributed to group members.
2. Everyone writes short comments under their name on the sheet they received. This could be a compliment, a question, or a personal opinion about a given person.
3. All sheets are put back into a pile, mixed and distributed again to the participants, who again write their comments.
4. The same actions are repeated again.
5. Now there are three comments written on each sheet. The presenter collects all the sheets and reads them out loud one by one. After each reading, the mentioned participant can express his opinion on the following questions:
Was anyone's review surprising me?
Do I consider these statements addressed to me to be correct?
Do I want to answer asked question?
How do I usually feel when I join a new team?
How do I want to look in a group?
Is my sensitivity more of an asset or a disadvantage?

Exercise "Put yourself in someone else's shoes"

Remember your recent conflict with a work colleague, in which you began communication from a position of “above”. Now relax, close your eyes and imagine yourself in the place of the teacher with whom you were talking. Introduced? Internally, silently ask him what impressions he received from communicating with you? Think about what your former interlocutor might say about you. Then replay your conversation in your mind in a way that will leave your partner with pleasant memories of yourself. What changed? Have you realized that, first of all, your internal position has changed? If earlier, consciously or unconsciously, you started a conversation with a work colleague in the same way as you talk with your students in a group, now you approach the person, internally preparing for equal contact with him. This psychological preparation is associated with a change in your position, your inner desire for a full dialogue.

Exercise "Colleague - image"

Remember one of your colleagues. Which of the definitions proposed here would be suitable to characterize his personality (check several qualities):
anxious - calm
scattered - purposeful
reserved - sociable
frivolous - serious
excitable - balanced
compliant - principled
"upstart" - modest
hot-tempered - reserved
hypocritical - sincere
pessimist - optimist
weak-willed - strong-willed
stupid - smart
aggressive - peaceful
vulnerable - unperturbed
rude - tactful
lazy - hardworking
callous - responsive
evil - good
passive - active
narcissistic - self-critical

If you cannot evaluate a colleague only using a two-factor assessment (“stupid - smart”), then next to each characteristic, put a certain point based on a six-point system. Try rating 5-7 of your colleagues this way.

Exercise "Second plan"(awareness of one’s position in communication)

When communicating with a work colleague, try to develop for yourself a “second plan” of the conversation: how your interlocutor perceives you, what he thinks about you, what he says and doesn’t say, what he feels.
Build a conversation with another teacher so that the “second plan” you present is one of the leading factors in your communication. Do not say anything that would be unpleasant to your interlocutor, try to leave a good impression of yourself, think about the consequences of your words.
The exercise develops the ability to understand one’s position in communication.

List of used literature

1. Aralova M.A. Formation of a preschool educational institution team. Psychological support. LLC “TC Sfera”, 2005.
2. Miklyaeva N.V. and Yu.V. The work of a teacher-psychologist in a preschool educational institution. Toolkit. Iris - abs. M., 2005.
3. Ozerina N.P., Savelyeva E.Yu. “Conflict Management Technology”, journall "Management of preschool educational institutions", No. 5, 2008.

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