CONFLICTS IN A PEDAGOGICAL COLLECTIVE, THE REASONS FOR THEIR ORIGIN AND THE WAYS OF THEIR RESOLUTION
The article is devoted to the theory of conflicts in the teaching staff and all participants in the educational process. The purpose of the article is to study the causes of conflict situations and how to regulate them, as well as prevention. The article reveals the content of the concept of conflict in the teaching staff. Based on the study of the concept of a conflict situation, objects and subjects of conflict interaction are established. Such types of conflicts as open and hidden, intrapersonal and role, constructive and destructive are analyzed. The article analyzes the methods of conflict management and methods of behavior of the parties to the conflict. Considerable attention is paid to methods (styles) of conflict resolution such as smoothing, evading, compromising, coercion, encouraging and solving a problem. The article is devoted to the current problems of improving the quality of life of the teaching staff and all participants in the educational process by studying the causes of conflicts and their regulation. The problems in question have so far been little studied, and therefore require more thorough research. Particular attention was paid by the author to such components of the socio-psychological environment in the teaching staff as enthusiasm, friendliness, satisfaction, consent, productivity, warmth, cooperation, success, fun and mutual support. This theory makes it possible to achieve favorable conditions for work in the teaching staff. In addition, the work identifies ways to improve the level of socio-psychological climate. Such a view will be of interest to specialists in the field of pedagogy and conflict resolution. In conclusion, conclusions are drawn about the interaction in the teaching staff and the regulation of conflict situations in the educational environment.