This paper''s prime goal is to analyze the conflict in school organization between teachers and other school workers during business tasks. Following questions are major problems which this research should answer to achieve this purpose.
I. What are the contextual conditions of work conflicts experienced by school teachers?
II. What consequences appear as the result of not solving the work conflict by school teachers?
III. What consequences appear as the result of solving the work conflict by school teachers?
IV. What causes the work conflict in school?
V. What strategic management can be performed by the administrator when solving the work conflict in school?
Studying these problems used the grounded theory method based on in-depth interview, one of the qualitative research methods. After analyzing the results of interviews by open coding which is the first stage of grounded theory method, following outcomes were obtained.
First, contexts like superiority for bureaucracy, expansion of individualism, diversification and differentiation of school members, deficiency of schooling system, and discrimination towards part-time teacher tend to bring the work conflict.
Second, work conflicts were usually the matter of dividing tasks. These conflicts were caused by putting a burden to newcomer teachers, unloading tasks to department members done by the head of the department, procrastination between departmentsand NIMBY phenomenon.
Third, after work conflicts failed to be solved by school teachers, trust loss towards administrator, token relationships, ongoing stresses, reduced activity level of teaching and skepticism about career happened as negative effects.
Fourth, successful resolution of work conflict was followed by positive effects like self strategic plan, will to grow self, and eager for transparent workspace culture.
Fifth, causes of the work conflicts turned out to be independent decision made by the administrator, lack of interaction between teachers, strong individualism, fear of taking responsibility and incompleteness of the school system.
Sixth, every possible solutions which can be carried out by individuals were shown in analyzation; competitive type, adaptive type, compromise type, coworking type, and evasion type.
Seventh, requested strategies only can be done by school organization were expanded participation of administrator, usage of informal organizations, shifting paradigm for school system, help from colleagues, and revolutionizing school culture.
Conclusion One: Analyzing in-depth interview with grounded theory method was done by 3-step coding; open coding, axial coding, and selective coding. During axial coding, work conflict occurred by dumping tasks on co-workers showed itself as a focal phenomenon in this research, which consists putting burdens to newcomer teachers, unloading tasks to department members done by the head of the department, dumping tasks on other departments and NIMBY phenomenon. This focal phenomenon was mainly caused by independent decision made by the administrator, lack of interaction between teachers, different points of view about school work, strong individualism, fear of taking responsibility and unreasonable orders from one''s superior. With these causes, contexts like superiority for bureaucracy, expansion of individualism, diversification and differentiation of school members, deficiency of schooling system, and discrimination towards part-time teacher gave rise to work conflicts.
Regarding the work conflict, teachers dealt with five types of strategy; collaboration, accommodation, competition, avoidance, compromise. These individual behaviors were affected by intervention conditions, resulting both successful outcome and unsuccessful outcome.
Administrator and informal organization''s absence, outdated school system, and conservative school culture worked as hindrances, making teachers'' strategies for work conflict ended in failure. As a result of this failure, teachers experienced negative effects like trust loss towards the administrator, token relationships, ongoing stresses, weakened educational activities, and skeptic attitude to work.
On the other hand, co-worker’s help played an important role of making teachers to resolve one''s conflict. In this case the conflict was an opportunity to prepare plans for troubled situations, improve self capability, and eager for fair school culture.
It is crucial to distinguish between solving and overcoming the work conflict. While solving the work conflict means the resolution of problematic circumstances, overcoming the work conflict has nothing to do with whether the case is closed or not, but only means the involved person has become mentally immune to a certain work conflict. Thus overcoming the conflict is maintaining healthy mentality even after the attempt to solve the conflict ended up in failure.
After applying the third stage of grounded method theory, selective coding, co-worker''s help which includes both emotional support and actual assistance played an important role for teachers to overcome the work conflict, thus can be defined as a core category in this research. Therefore, the colleagues give the greatest aid to teachers to overcome the school work conflict at this point.
Conclusion Two: A trait for professional bureaucracy can be found in the school system. This trait works as a context that occurs vertical conflicts in school.
Conclusion Three: School system has a trait for loosely coupled system. Due to the progression of diversification and differentiation of school members, this characteristic became more powerful nowadays. Horizontal conflicts can be generated from these conditions.
Conclusion Four: Work conflicts in school degenerate teacher''s educating ability.
Strategic planning provided by School Districts and school administrators is needed to solve this situation.
From these conclusions, I suggest several systematic solutions for the work conflicts in school which middle-school teachers experience with co-workers during working procedure.
First, the most important thing is the administrator''s proper help. The administrator should be a mediator for both sides in discordance, understanding them with sympathy.
This also includes the actual aid for involved person, reasonable distribution of work task, and rational determination.
Second, the responsibility and the right of principal and vice-principal should be legalized in legislation.
Third, taking advantage of informal organizations in the school.
Fourth, the school system must be innovated. Supporting psychological consultation for teachers, plans for building trust between teachers, sharing and dividing responsibility, recognizing and preparing reasonable division of labor, being positive about communication, settling boundaries for work task, circulation system in school work, acceptable standard for paying bonus, appointing periodic school worker meeting and balancing between lawful policy and skillful management are possible ways to innovate school system.
Fifth, school culture also has to be innovated. This change contains voluntary mutual help, respecting other people''s job and harmony of communication and trust.
Sixth, education policies must be improved by the Ministry of Education and regional School Districts. For example, National Competency Standards can be adapted to school as soon as possible.