Abstract
The aim of this study is to determine the conflict management levels of school directors working in Adana and Mersin cities while being exposed to student conflicts and the relationship between their mathematical thinking skills and conflict management strategies. The research design of the study is based on the relational screening survey model. The sample covers 240 school directors officially working in Adana and Mersin areas in 2017–2018 education years. After the analysis of the gathered data, the following results were found out: the directors mostly use (1) constructive strategies, (2) strategies based on getting support from others, (3) avoiding strategies, and (4) destructive strategies, respectively. Looking at the recent mathematical achievements of the school administrators that they got in the universities they garduated from, it can be said that their mathematical thinking skills are often good. In terms of “destructive strategies” and “avoidance strategies,” there is no significance between the used conflict management strategies and gender. But, the average scores of male school managers are higher than the average scores of female school managers in subdimensions of “constructive strategies” and “strategies based on getting support from others.” The level of schools in which the administrators work has created different averages in different subdimensions. Significant differences were mostly in high school, kindergarten, secondary, and primary school levels, respectively. The results showed that mathematical thinking had a significant impact on conflict management strategies of the school managers.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Arslantaş, H. İ., & Özkan, M. (2012). İlköğretim okullarında görev yapan öğretmenlerin görüşlerine göre okul müdürlerinin çatışma yönetimi yaklaşımlarının incelenmesi. Kastamonu Eğitim Dergisi, 20(2), 555–570.
Bal, D. (2008). İlköğretim okulu yöneticilerinin öğrenci çatışmalarını yönetmede kullandıkları çatışma yönetim stratejileri. Unpublished master thesis. Süleyman Demirel University.
Beng, Y. H., & Yunus, A. S. B. M. (2015). What to measure in the level of mathematical thinking among preuniversity Science students? In Research and Education in Mathematics (ICREM7), 2015 International Conference on IEEE, August 2015, pp. 165–168.
Bokar, A. (2013). Solving and reflecting on real-world problems: Their influences on mathematical literacy and engagement in the eight mathematical practices. Ohio University: Unpublished master thesis.
CMHC. (2009). Conflict resolution skills. Retrieved 1 Jan 2018 from http://www.edcc.edu/counseling/documents/Conflict.pdf.
Crawford, D. K., & Bodine, R. J. (1996). Conflict resolution education: A guide to implementing programs in schools, youth-serving organizations, and community and juvenile justice settings: Program report. DIANE Publishing.
Devlin, K. J. (2012). Introduction to mathematical thinking. Palo Alto: Keith Devlin.
Edward, B. S., Dubinsky, E., & ve Donald, M. A. (2005). Advanced mathematical thinking. Mathematical Thinking and Learning, 7(1), 15–25.
Gadanidis, G. (2004). Designing mathematical ‘thinking’objects. In EdMedia: World Conference on Educational Media and Technology. Association for the Advancement of Computing in Education (AACE), pp. 2374–2380.
Ghaffar, A. (2009). Conflict in schools: Its causes and management strategies. Journal of Managerial Sciences, 3(2), 222–227.
Gümüşeli, A. İ. (1994). İzmir Ortaöğretim Okulları Yöneticilerinin Öğretmenler İle Aralarındaki Çatışmaları Yönetme Biçimleri, Unpublished master thesis. A.Ü. Social Sciences Instition.
Harel, G., & ve Sowder, L. (2005). Advanced mathematical-thinking at any age: Its nature and its development. Mathematical Thinking and Learning, 7(1), 27–50.
Jordan, N. C., & ve Hanich, L. B. (2000). Mathematical thinking in second-grade children with different forms of LD. Journal of Learning Disabilities, 33(6), 567–578.
Karasar, N. (2014). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler (27. Baskı). Ankara: Nobel Yayın Dağıtım.
Kaur, K. (2014). Importance of business mathematics in management system: An overview. International Journal of Management and Social Sciences Research (IJMSSR), 3(4), 32–33.
Koçak, S., & Baskan, G. A. (2013). Okul müdürleri tarafından kullanılan çatışma yönetim yöntemlerinin etkililik düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 212–224.
Long, C. Y., & Jiar, Y. K. (2014). Mathematical thinking and physics achievement of secondary school students. Sains Humanika, 2(4), 231–223.
Lutfiyya, L. (2001). Mathematical thinking of high school students in Nebraska. International Journal of Mathematical Education in Science and Technology, 32(6), 811–816.
Mrayyan, S. (2016). Teaching methods for developments of mathematic thinking of math, and methods of teaching mathematics college students. American Journal of Educational Research, 4(2), 147–149.
Msila, V. (2012). Conflict management and school leadership. Journal of Communication, 3(1), 25–34.
Oğuz, Y. (2007). Okul müdürlerinin demografik değişkenler ve kişilik özellikleri ile çatışma yönetimi stili tercihleri arasındaki farklılıklar ve ilişkiler, Master thesis, Yıldız Teknik University.
Özmen, F. (1997). Fırat ve İnönü Üniversitelerinde Örgütsel Çatışmalar ve Çatışma Yönetimi Yaklaşımları, Unpublished master thesis, Fırat University.
Scusa, T. (2008). Five processes of mathematical thinking. Summative Projects for MA Degree.
Stacey, K. (2006). What is mathematical thinking and why is it important. Progress report of the APEC project: collaborative studies on innovations for teaching and learning mathematics in different cultures (II)—Lesson study focusing on mathematical thinking.
Tschannen-Moran, M. (2001). The effects of a state-wide conflict management initiative in schools. American Secondary Education, 29(3), 2–32.
Uğurlu, F. (2001). İlköğretim Okulu Müdürlerinin Çatışma Yönetme Stilleri, Unpublished master thesis, Izmir Dokuz Eylül University.
Zeynivandnezhad, F., Ismail, Z., & Yosuf, Y. M. (2013). Mathematical thinking in differential equations among pre-service teachers. Sains Humanika, 63(2), 51–58.
Zhou, C., & Bao, J. S. (2012). Strategies for developing students’ high-level mathematics thinking. Journal Of Mathematics Education, 4(1), 1–8.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer International Publishing AG, part of Springer Nature
About this paper
Cite this paper
Üredi, L., Ulum, H. (2019). The Relationship Between the Mathematical Thinking Levels and Conflict Management Strategies of School Directors. In: Erçetin, Ş., Potas, N. (eds) Chaos, Complexity and Leadership 2017. ICCLS 2017. Springer Proceedings in Complexity. Springer, Cham. https://doi.org/10.1007/978-3-319-89875-9_19
Download citation
DOI: https://doi.org/10.1007/978-3-319-89875-9_19
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-89874-2
Online ISBN: 978-3-319-89875-9
eBook Packages: Social SciencesSocial Sciences (R0)