Conflict: Factors and Resolution Strategies Adopted by Administrators of Schools for Visually Impaired Students

Humara Bano, Samina Ashraf, Sumita Zia

Abstract


Children with visual impairment face tremendous problems in the society as well as in their schools. Their visual limitation develops various types of conflicts between their teachers, peers and school administrators. Objectives of this study were to identify various factors leading to conflicts among administrators, teachers, and students with visual impairment in their schools, and 2) report various adopted conflict resolution strategies by administrators for teachers and students. A sample of thirty school administrators was conveniently selected from the schools of visually impaired students of Punjab. An open ended questionnaire was used to interview school administrators. Findings showed that students with visual impairment have conflict with teachers with regard to their instructions and on various services provided to them by administration. It was also found that teachers were facing conflicts not only between them but also with their principals. Counseling strategies have been proved best to resolve the conflicts among the teachers, students and administrators.

DOI: 10.5901/mjss.2013.v4n4p405


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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