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t (Doherty, 2015 ) and demonstrate a sense of self-entitlement (Schlesier et al., 2019 ). Conversely, teachers struggle with managing discipline issues and encounter resistance and lack of cooperation from pupils, often due to an apparent deficit in their ability to handle contemporary classroom dynamics effectively (B... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.7 | 0.846 | ["management", "crisis", "war_conflict", "family"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.300816 | [
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and lead to burnout (Stoeber and Rennert, 2008 ). Conflicts between teachers and staff are characterized by perceptions of poor feedback, resource allocation, staff engagement, responsibility distribution, and acknowledgment of teachers' efforts (Coe, 1998 ; Itzchakov and Kluger, 2018 ), reflecting a broader gap in com... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.688 | 0.826 | ["communication", "war_conflict", "education"] | 441 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.300854 | [
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zchakov et al., 2022a ; Weinstein et al., 2022 ). The principal's role is pivotal in shaping the organizational climate since their decisions impact all facets of the school environment (Lunenburg, 2010 ), including during crises such as the pandemic (Allen et al., 2020 ; Itzchakov and Grau, 2022 ). The conflicts above... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.895 | 0.858 | ["war_conflict", "education", "management", "decision_making", "crisis"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.300886 | [
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oved conflict management skills to increase communication, mutual understanding, and collaboration to foster a healthier and more effective educational setting. Conflict management based on social-based leadership and learning How SBL perceives conflicts The Social-Conflict-Based Learning (SBL) framework views conflict... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.99 | 0.818 | ["war_conflict", "education", "leadership", "communication", "management"] | 452 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.300921 | [
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with the group's collective goals or objectives. Conflicts are frequently perceived negatively, thus leading to attempts to avoid, overlook them, or search for a “quick fix.” This superficial approach is often the byproduct of fear, anxiety, and intentions to disengage on the part of teachers or pupils. The crux lies i... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.909 | 0.836 | ["war_conflict", "leadership", "education"] | 460 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.300951 | [
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ken care of” to avoid disturbing the lesson flow. This approach fails to contend with the nature of conflict and its educational potential for the whole class (and not only the parties in conflict) and overlooks the reality that conflicts are inherent to group dynamics and are likely to recur (Brown and Pehrson, 2019 )... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.862 | ["war_conflict", "education", "philosophy", "management"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.300994 | [
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creating a more harmonious learning environment and better preparing the pupils for the future. Conflict as a trigger for learning, development, and growth The Social Based Learning (SBL) perspective on conflict views group evolution as progressing from specific conflicts to conflicts rooted in higher needs. It emphasi... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.987 | 0.822 | ["war_conflict", "education", "networking"] | 437 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301026 | [
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licate balance between separation and connection. Within this framework, conflicts are considered to occur on various levels. Within pupils, they primarily take the form of an internal conflict between the desire for relatedness- to belong to a social group, and the need for autonomy and self-expression- the fear of “l... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.895 | 0.872 | ["war_conflict", "networking", "education", "philosophy"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301059 | [
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of the class (group) while harboring the fear of being unable to express themselves. This encapsulates a conflict. This tension can become a persistent theme influencing students' ongoing ability to strike a balance between social connections and maintaining their identity. As they develop this ability without cancelin... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.895 | 0.866 | ["networking", "war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301091 | [
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rigger the development of a greater ability to achieve internal balance, learn about themselves and the group, and thus grow as independent individuals. Conflicts at the group level can motivate the group to evolve to become more connected. According to SBL, conflicts represent a developmental phase in the process of t... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.999 | 0.856 | ["war_conflict", "motivation", "networking"] | 496 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301123 | [
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nd more meaningful connections among its members. Note that resolving a conflict in and of itself is not the goal, nor should it become the central focus. Rather, the main focus should be on the group's attempts to strive toward a more connected state and think and act as though it is already there. How would the group... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.7 | 0.888 | ["war_conflict", "crisis", "networking"] | 510 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301155 | [
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e? What would they do when faced with a conflict? How, and based on which principles, would they make a decision? Immersing themselves in such mindful exercises helps group members strive toward greater integration until eventually, from “faking it,” they will “become it.” Adopting such a mindset turns every conflict e... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.9 | 0.854 | ["war_conflict", "decision_making"] | 500 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301185 | [
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d state, namely, toward their mutual social goal. In other words, sociologically, an ideal type of a social group is defined in SBL as a group of individuals bound by strong ties of mutual responsibility, care, and connection that can smother conflicts with love. Thus, conflictual situations serve to strengthen their c... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.895 | 0.858 | ["war_conflict", "networking", "family", "philosophy"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301217 | [
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ace, teachers need to take a proactive approach to conflict resolution. To successfully utilize every conflict in the classroom or the teachers' room, teachers must establish an organizational framework such that inevitable conflicts will not destroy it. This proactive approach has five main features. Success in naviga... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.852 | ["war_conflict"] | 511 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301249 | [
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ial support and connectedness within the group to protect them from future conflicts. The second and no less important feature concerns the group's goal. At the beginning of every academic year, teachers and pupils need to agree on their mutual goal. A viable goal for pupils would be to do well academically while enjoy... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.7 | 0.864 | ["war_conflict", "education"] | 505 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301280 | [
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promote care, mutual guarantee, and comradeship. These goals should be mentioned in every lesson and reflected upon during the discussion of every conflict. This can be done by asking questions such as whether a given behavior, action, decision, etc., would bring the group closer to its goal. The main idea is that once... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.7 | 0.86 | ["decision_making", "crisis", "war_conflict"] | 499 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301317 | [
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and believe that they can overcome any challenge. The third feature relates to the organizational culture and involves promoting the values of prosocial behavior. Teachers and pupils in the SBL framework learn to prioritize the wellbeing of others over ego-enhancing goals. This involves approaching difficulties as shar... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.4 | 0.848 | ["crisis", "ethics"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301347 | [
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e someone wrong (Itzchakov and Kluger, 2019 ; Itzchakov et al., 2023a ). The SBL organizational culture values those who contribute to the wellbeing and worth of others over individuals who solely pursue self-enhancing achievements. This embodies the principle of self-enhancement by enhancing others (Alicke and Sedikid... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.1 | 0.846 | ["education", "ethics"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301380 | [
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vities, a practice often lacking in the educational system. Daily routines can be developed to encourage accountable, positive behavior, making it a habitual and valuable tool, particularly during conflicts. The fifth feature has to do with awareness of subjective perceptions of reality. This can prove crucial in confl... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.683 | 0.82 | ["war_conflict", "management", "education"] | 417 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301413 | [
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nce, and the importance and uniqueness of each participant. Enhancing the importance of the mutual organizational goal and the specific importance of each attendee is highly effective in constructing a warm atmosphere and the conditions for a productive discussion (Itzchakov and Kluger, 2017b ). The second step is to m... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.1 | 0.852 | ["crisis", "war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301444 | [
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ape how individuals interpret the same situation. SBL Professional development processes strive to integrate an appreciation for the diversity of perspectives into its organizational culture. This awareness enables teachers and pupils to identify opposing views and treat them respectfully when conflicts arise. Recogniz... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.895 | 0.836 | ["war_conflict", "decision_making", "career", "philosophy"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301475 | [
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erstand the subtle nature of individual interpretations. SBL conflict management strategies Dealing with group conflicts One of the main innovations of SBL conflict management is that it not only deals with the active parties in a conflict but instead involves the entire group in the mediation. For example, when Alex c... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.698 | 0.85 | ["war_conflict", "management", "innovation", "philosophy"] | 489 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301504 | [
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acilitates a class discussion about the incident. Importantly, the teacher keeps the parties anonymous to prevent psychological reactance and reduce perceptions of being judged by Alex and Jane or Alex and Jane from being judged by the rest of the class. The main idea is that when a conflict occurs in the class, it is ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.905 | 0.86 | ["war_conflict"] | 479 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301533 | [
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a valuable test case for everyone to learn from. Class discussions contribute to conflict management in several ways. As discussed in Vinokur et al. ( 2023 ), this type of discussion utilizes conflict as a learning opportunity about human interactions, their complexities, and the forces that drive human behavior. Becau... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.991 | 0.836 | ["war_conflict", "management", "education"] | 456 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301566 | [
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group as well as personal growth and development. Although the conflict above occurred between two specific individuals (Alex and Jane), other pupils are likely to be involved next time. This requires group responsibility and allows for group learning. When a solution comes from a high-power source, such as the teacher... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.986 | 0.84 | ["war_conflict", "education"] | 431 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301600 | [
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s from other pupils (Johnson and Johnson, 2011 ). Finally, when the pupils are involved in the decision, they become more accountable for its implementation, thus increasing the likelihood that when a conflict occurs between other pupils, they will be able to handle it more constructively. Thus, group discussion is one... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.698 | 0.848 | ["war_conflict", "decision_making"] | 492 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301627 | [
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tructure Conflicts can also arise among teachers. Similar to the procedure in the classroom, teachers also need to engage in discussion. The first step is to choose a facilitator for the meeting. These facilitators must be neutral, not impose their views, allow the discussion to flow from one attendee to another, for e... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.698 | 0.86 | ["war_conflict"] | 492 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301656 | [
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hemselves and that the discussion stays on track. The facilitator should also remind the group of the rules and purpose of the discussion, namely, to manage the conflict as a mutual challenge and a step toward the achievement of a mutual goal and not a way to prove someone wrong. In the first round of this type of disc... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.7 | 0.872 | ["war_conflict", "crisis", "networking"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301685 | [
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ackle the challenge by focusing on their perspective and without blaming others. Prompts for the discussion include: “What can I do differently?” “What do I find challenging in this particular issue?” “Where would I like to improve?” and “What do I need from my colleagues to face this challenge better?” Thus, the discu... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.695 | 0.852 | ["crisis", "war_conflict", "communication", "networking", "philosophy"] | 476 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301716 | [
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communication that can help resolve the conflict. The discussion should then turn to providing practical, constructive suggestions, and advice. Since the discussion should also lead to practical measures, every participant should suggest a strategy to tackle the specific issue at hand and suggest how to correct the fla... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.685 | 0.83 | ["war_conflict", "communication", "strategy", "networking", "governance"] | 427 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301747 | [
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chers that led to the escalation of the conflict. Several rounds of discussion might be needed before coming to a mutual agreement that satisfies the group and the parties. The discussion then concludes with group introspection and gratitude. The teachers reflect on their internal states, share what they have gained fr... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.697 | 0.85 | ["education", "negotiation", "war_conflict"] | 484 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301776 | [
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al as educators in this specific school explicit. Thus, the SBL approach differs from most educational practices, where disagreement tends to escalate into blaming others and rarely reflects on positive experiences as learning experiences for the future (Itzchakov et al., 2023a ). Not every discussion about a conflict ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.997 | 0.854 | ["education", "war_conflict", "negotiation"] | 485 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301803 | [
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turity as a group to solve the specific conflict. The SBL approach to discussion is not a magic wand that can solve all conflicts but rather a way to foster constructive communication among teachers that avoids being an echo-chamber. Teachers also need to realize that the educational process is sometimes more important... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.995 | 0.848 | ["war_conflict", "education", "communication", "management"] | 474 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301830 | [
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e productive. This is especially true for pupils. The case studies and role-plays described below are designed to enable students to experience conflictual situations when they are not directly involved or before they might encounter similar situations in their social life as a group. This enables them to learn about t... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.905 | 0.844 | ["war_conflict"] | 476 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301861 | [
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n help them when directly involved in a conflict. Learning and acquiring the skills to deal with challenging interpersonal situations cannot be conveyed through frontal lectures (Vinokur et al., 2023 ). To enhance students' ability to engage in perspective-taking, they are often asked to role-play someone from a differ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.858 | ["war_conflict", "education"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301892 | [
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age-appropriate conflict to the class (Doorn and Kroesen, 2013 ). The cases can be conveyed, for example, through news articles and videos, by the pupils acting out situations that are cast as happening in another school or cases where the pupils are asked to step in and serve as “professional consultants.” After prese... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.685 | 0.832 | ["career", "war_conflict", "education"] | 425 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301920 | [
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ves, reactions, emotions, and subjective reality. This includes cultural, socioeconomic, and individual differences between the parties that can lead to a different subjective reality of the conflict. The main goal of these exercises is to increase pupils' awareness of the human and social forces that come into play in... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.895 | 0.862 | ["war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301948 | [
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ocial life in the classroom by agreeing on best practices for future conflict management, such as red lines, desirable and undesirable behaviors during conflicts, norms, and constructive educational measures to help each other deal with conflicts in the future (Clarke and Peterson, 2015 ). Relationship committee as con... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.908 | 0.836 | ["war_conflict", "management", "networking", "education", "communication"] | 465 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.301979 | [
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pan different groups within the school community. This can involve managing disputes between individuals from different grades (3rd vs. 6th grade) and across different roles (teacher-pupil) when resolving the conflict within the immediate context is not feasible. For instance, if a 3rd grader reports that a 6th grader ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.694 | 0.85 | ["war_conflict", "management", "education"] | 472 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302009 | [
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e same grade (and are not in the same classroom). The relationship committee is composed of members of the grades in question (in this example, 3rd and 6th grade), a pupil from a higher grade (e.g., a 7th grader), a teacher, a representative from the Parent-Teacher Association, and a facilitator (a teacher who is on “r... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.895 | 0.866 | ["networking", "education", "management", "war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302037 | [
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a broader scale within the whole school community. By dealing with conflicts through this comprehensive perspective, the school community develops agreed-upon norms and behavioral guidelines to effectively address similar issues in the future. The decision-making process begins with a presentation of each side's perspe... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.903 | 0.834 | ["education", "communication", "decision_making", "war_conflict"] | 487 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302064 | [
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the teacher told them to stop, they ignored her. This incident was brought up in the relationship committee. The committee identified that the cause of this incident was a lack of meaningful connection between one of the pupils and the teacher. The pupil did not care or appreciate the teacher and thus ignored her reque... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.1 | 0.88 | ["networking", "decision_making"] | 511 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302093 | [
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her by spending 1 h a week for 1 month playing board games with the teacher. As a result of the newly formed connection with the teacher, one of the pupils confided a personal issue to her. This incident made the school community realize that the relationship between the pupils and the teachers had to be reinforced. Th... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.895 | 0.866 | ["networking", "education", "management", "war_conflict", "philosophy"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302123 | [
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since, in a typical school setting, these pupils would probably have been suspended, and the relationship between the pupil and the teacher would have probably declined further because he would have perceived her as the cause of his problems. It should be noted that conflict management does not eliminate discipline. Fo... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.7 | 0.862 | ["networking", "education", "management", "war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302157 | [
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nd only then does the relationship committee handle the case. One frequent criticism of this approach is that few schools have the time to facilitate comprehensive conflict management. Nevertheless, SBL views such incidents as priceless opportunities to engage in wide-ranging educational skill-building that prepares pu... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.901 | 0.838 | ["education", "management", "war_conflict", "crisis", "networking"] | 495 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302188 | [
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constitute the essence of contemporary education. When these steps are carried out correctly, they make a long-term impression on pupils that they can apply throughout their lives. Qualitative case study We conducted a study on an SBL intervention that was implemented in school through a professional development proces... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.295 | 0.852 | ["education", "career", "war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302215 | [
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—from transmitting knowledge to social architecture to facilitating meaningful social and emotional educational processes, also focusing on conflict management. The 2 nd year focused on giving the teachers the necessary toolkit to implement SBL theory into practice. The 3 rd year focused on mentoring the teachers and t... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.897 | 0.864 | ["education", "management", "leadership", "war_conflict"] | 507 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302243 | [
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dy involved 40 teachers and 4 management members. Two instructors, certified in SBL-group facilitation, delivered the training over 3 years. The instructors conducted training sessions from the beginning of the academic year in September until the end of June, totaling 15 sessions. Each session comprised three modules:... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.848 | ["leadership", "management", "education"] | 511 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302271 | [
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roup observations and mentoring for the teachers. The training spanned over 3 years and included about 100 annual hours (a total of 300 academic hours). In the 1 st year, the instructors spent most of the training hours on work with the management and plenary sessions with the teachers. In the 2 nd and 3 rd years, they... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.386 | 0.848 | ["management"] | 429 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302302 | [
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ighlights the transition from theory to practice. In the 1 st year, the focus was on changing perceptions and mindsets regarding conflicts. The instructors worked with the leadership and teachers to develop a shared educational vocabulary, organizational policy, and norms. This included understanding the roots of confl... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.691 | 0.828 | ["leadership", "war_conflict", "crisis", "education"] | 455 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302331 | [
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ng a culture of responsibility rather than blame. In the 2 nd year, the emphasis shifted to the practice of new norms, routines, and methods. This included protocols for meetings, role-plays, test cases, and constructive discussions on contentious topics, as well as anticipating and preventing conflicts. In the 3 rd ye... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.907 | 0.852 | ["war_conflict", "philosophy"] | 470 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302359 | [
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on the training even after its formal completion. Specifically, seven to eight teachers were designated as “early adopters,” taking on leadership roles to support other teachers, set examples, and provide feedback. Additionally, a leading team, including coordinators from all disciplines and led by the management and a... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.904 | 0.842 | ["leadership", "management", "education", "philosophy"] | 480 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302387 | [
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rocess, and create a common educational language. Method This study explored the theoretical and practical contribution of SBL training and professional development to school curricula, pedagogy, and organizational climate. Specifically, we examined how SBL pedagogies of conflict management can contribute to the better... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.842 | ["education", "management", "networking", "career", "war_conflict"] | 506 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302414 | [
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inistry of Education of Israel (approval #12849). It is important to distinguish between the SBL methodology (to which the entire theoretical chunk of the work is dedicated) and the methodology of the qualitative study that accompanies the theoretical contribution of SBL. The methods for SBL practice appear in detail i... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.996 | 0.846 | ["education", "management", "war_conflict"] | 478 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302448 | [
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y is explained in detail in this Methods section. In general, qualitative research methods, especially anticolonial, feminist, and culturally sensitive branches, refrain from organizing data in dehumanizing forms such as tables and charts, replacing them with lived voices (Garcia et al., 2015 ; Ali and McCarty, 2020 ).... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.4 | 0.856 | ["education", "philosophy"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302475 | [
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e enacted in a real-life setting, we collected data in 2023 from an elementary school in Northern Israel that has undergone SBL training. This school is part of the Jewish secular sector of Israel's semi-segregated public education system and has about 550 pupils and 40 teaching staff. The school is in the middle with ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.308 | 0.858 | ["education"] | 464 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302504 | [
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oeconomic status and 10 indicating the lowest 1 . Eighteen in-depth, semi-structured interviews were conducted with school staff consisting of the school principal and assistant principal, the educational consultant, novice and experienced teachers, the school's inclusion officer, and immigration absorption personnel, ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.31 | 0.826 | ["education", "career", "interview"] | 456 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302531 | [
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ed the bi-weekly training sessions in the school. Nine participant observations of school activities were also carried out in and out of class, all of which were designed to characterize conflict management and resolution in the school climate, organizational structure, the development of skillsets among pupils, and te... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.986 | 0.824 | ["education", "management", "interview", "war_conflict"] | 428 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302558 | [
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ped an interview guide for the educational staff. It included a core set of questions and additional queries with slightly different foci to better capture the interviewees' roles in the system and experience with SBL training. For example, for the teachers, we emphasized questions that addressed managing conflicts in ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.994 | 0.838 | ["interview", "communication", "management", "career", "war_conflict"] | 469 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302589 | [
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experiences within the framework of SBL training. The school principal and assistant principal were asked to provide a bird's-eye view of how re-conceptualizing conflicts affected the training process and their perspective on the ramifications of this component of the SBL training on the school climate and their pedago... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.848 | ["interview", "education", "war_conflict", "philosophy"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302616 | [
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using audio recording for initial data documentation. Each interview lasted 50 to 90 min, for a total of roughly 20 h of audio data. All participants were interviewed and observed in classes and meetings. Pseudonyms are used to comply with IRB guidelines. Participant observations In addition to interviewing key stakeho... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.896 | 0.86 | ["interview", "management", "war_conflict", "education"] | 511 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302645 | [
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ate at school as a whole: in the teachers' room, in the playground during recess, SBL training sessions, as well as teachers' actual performance and willingness to promote social-based learning in their classrooms. The following activities were observed: Studying in roundtables (3 rd -6 th grades). Teachers' room: teac... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.998 | 0.844 | ["education", "leadership", "philosophy"] | 489 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302674 | [
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SBL mentoring session. Leadership group meeting. “Social Parent-Teacher Conference:” one meeting between a teacher, pupil, and parents about the pupil's conduct at school. We applied audio recordings and jotted down field notes to document these activities, depending on whether minors were present. Audio recordings wer... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.916 | 0.826 | ["leadership", "education"] | 438 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302705 | [
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class observations to comply with IRB guidelines. Data analysis We transcribed all the interviews and observation data from May to July 2023, relying primarily on Word and Excel and immersing ourselves in the audio and written data. The major themes emerged from these readings. We inductively developed an emergent codi... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.393 | 0.842 | ["management", "interview"] | 463 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302735 | [
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team members to adjust and validate the codebook. Our initial codebook included codes that addressed multiple arenas where SBL manifests at school, from the visions, goals, and values of school leadership through the social skills developed in SBL training among teachers to the unique language and unorthodox use of phy... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.988 | 0.834 | ["education", "leadership", "communication", "strategy", "management"] | 441 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302763 | [
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the community, and the national education system. For this case study, we focused mostly on data from two types of conflicts: intragroup conflicts (teachers, pupils, parents, and management) and intergroup conflicts (pupil-teacher/management-teacher/parent-management). Results The results section deals separately with ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.693 | 0.7 | ["management", "war_conflict", "education"] | 463 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302791 | [
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il-teacher/management-teacher/parent-management). We analyze how conflicts evolve from a problem to an asset through SBL's reconceptualization of the role of conflict and its management. Intragroup conflicts Even in Myra's absence, the principal's office is reflective of her interactions: the walls are covered with gro... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.686 | 0.818 | ["management", "war_conflict", "philosophy"] | 428 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302818 | [
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he window. “Myra, we love you!” two boys shouted. She came to the window, “I love you both, and I'm so proud of you. I'm in a meeting now. See you later!” Just the day before, these two 3 rd graders had been fighting so hard during the break that Mira had to stop everything to help them address the conflict. At first, ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.7 | 0.888 | ["communication", "war_conflict"] | 507 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302845 | [
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were able to return to class with everyone else. Today, they were already playing together by her window. “This is magic!” I said, but Myra was quick to disillusion me: It's not. Being a social school doesn't make your life easier. On the contrary, we have it rougher than regular schools because we don't sweep anything... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.896 | 0.882 | ["education", "war_conflict"] | 511 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302875 | [
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of life, and learning to manage it here and everywhere. Society's working assumption is that conflict is dangerous, unwanted, and unwelcome. But here, we learn that when handled well, conflict is not the end of the world but a gateway to achievement. Learning to manage conflict is our greatest success. Talia, the assis... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.994 | 0.852 | ["war_conflict", "education", "networking"] | 471 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302903 | [
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these kids how to build meaningful relationships. One of the key factors in doing so is knowing how to manage conflict. They must grow up knowing how to do it better than their parents. Look at what's happening outside. Indeed, the country's social and political crises, internal as well as external, have plagued Israel... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.902 | 0.86 | ["war_conflict", "strategy", "networking", "education"] | 489 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302930 | [
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conflict a special force as a new social vision. The following sections provide examples of how conflict is managed, reconceptualized, and resolved across levels. Teachers: different levels of motivation David (32) has been teaching at the school since 2019. This year, he is the 4 th grade class teacher and also takes ... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.687 | 0.844 | ["war_conflict", "education", "strategy", "motivation"] | 435 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302958 | [
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cs among teachers is a central source of support. Working out conflict is the heart of the process: We work on the connections among teachers all the time, in [SBL] training and just among us, in the math or science teacher group we're in. We talk about everything and work on our ability to facilitate conflicts. Some t... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.918 | 0.854 | ["war_conflict", "management", "networking"] | 432 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.302992 | [
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sphere of “us.” We're a team that works together. While David internalized SBL, not all teachers share the same appreciation of SBL theory and practice. Learning to mediate and process conflicts among teachers with various motivations and commitments to teaching is inherent to the SBL approach. This principle allows SB... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.856 | ["education", "management", "motivation", "war_conflict"] | 503 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303022 | [
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esignated role in the Israeli educational system. This teacher is responsible for coordinating all social activities at the school, such as the homeroom teacher lesson, ceremonies, the student board of representatives, volunteering and involvement in the community, etc.): The challenging part is going through the chang... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.295 | 0.852 | ["family", "education", "career"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303049 | [
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ocial approach like the homeroom teachers, and it's harder for them to teach when they move around. For example, in my class, there are no assigned seats. Kids can choose how and where they want to sit every day. Even over the same day, they can change seats from the sofa to the pouf, for example. They rarely sit at th... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.305 | 0.878 | ["family"] | 478 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303076 | [
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that they only had assigned seats on Wednesdays. A few weeks later, I felt something was a bit off or unresolved in my classes, too. Then, I talked it over with those teachers. Then things began to change, between us and with the class too. This quote suggests that talking about the conflict not only helps those who ar... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.884 | ["salary", "war_conflict"] | 511 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303103 | [
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their colleagues to work for the betterment of all despite their differences. Levana noted: When I started teaching here, I couldn't stand the other teachers. I remember sitting alone and crying, telling myself, that's it, I'm leaving. I'm probably not fit to be a teacher. Today, I love most of the other teachers. I tr... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.1 | 0.728 | [] | 510 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303128 | [
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try to see where I, and not others, can improve. Although I'm very critical, I've turned this critique inward. It's unnatural for me, but it's my job. I have to give a personal example just like they do. The ability of experienced SBL teachers to communicate their goals to their peers helps initiate change in their col... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.296 | 0.876 | ["communication", "career", "war_conflict", "education"] | 511 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303160 | [
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change is among teachers: It's harder for teachers to change than any other profession. You learn to stand and talk, and it's hard to try to be different. Learning how to manage conflict—that's where change happens. Any conflict with another teacher, with pupils, with parents is an opportunity to grow as a person and p... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.866 | ["war_conflict", "career", "management", "education", "philosophy"] | 510 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303190 | [
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e, Ilan saw constructive conflict management as a fruitful way to tackle this challenge since conflicts are endemic to all relationships in the work environment, including when the conflicts relate to the change itself. This approach resonates with Talia who has been teaching at the school for over 20 years. She spotte... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.896 | 0.866 | ["war_conflict", "networking", "management", "crisis", "career"] | 511 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303221 | [
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s personal, professional, and theoretical layers. Let's say I agree with SBL, but a teacher disagrees ideologically; the kids sit separately in her class. What does the child experience when one teacher works in SBL, and the other doesn't? SBL methodology helps to mitigate these challenges by changing the way educators... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 1 | 0.858 | ["education", "crisis", "career", "war_conflict", "philosophy"] | 499 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303248 | [
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plained: When there's change, there's resistance. Resistance means change is happening. Not everyone is on the same page. That's the basis of our social existence. Since people don't develop at the same pace, conflict always happens. Our goal is not to solve conflict but to embrace it, give it time, and reflect to ours... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.7 | 0.864 | ["war_conflict", "negotiation"] | 508 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303275 | [
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. This made me feel insulted, angry and betrayed. In similar situations before SBL training, I would have felt insulted for a long time and would not agree to work or interact with this teacher. However, the training changed the way we conduct teachers' meetings. In the new meeting structure, we share and disclose scho... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.384 | 0.84 | ["communication", "crisis", "education"] | 422 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303304 | [
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mutual challenges instead of blaming one another. In one of these meetings, I disclosed this situation and shared my feelings; my colleague did the same. My colleague did not have bad intentions, and in fact, miscommunication led to her behavior. This meeting structure not only enabled us to resolve our conflict and ma... | https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full | Frontiers | Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution | frontiersin.org | unknown | false | 0.677 | 0.822 | ["communication", "crisis", "war_conflict", "philosophy"] | 383 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.303341 | [
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o-factor COO, COM 83.61 53 0.9 0.92 0.86 0.07 Structural validity test of different source scales. N = 101, PTEC, positive team emotional climate; TEI, team emotional intelligence; TP, team passion; COO, cooperative conflict management style; and COM, competitive conflict management style. At team-member level, the fit... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.686 | 0.69 | ["management", "war_conflict"] | 429 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.420856 | [
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FI = 0.95, CFI = 0.98, NFI = 0.97, RMSEA = 0.06). And three-factor model is superior to single-factor model (combine PTEC, TEI, and TP) and two-factor models (combine PTEC, TEI, and TP in pairs). At team-leader level, the fitting degree of two-factor model is good (χ 2 / df = 1.58, GFI = 0.90, CFI = 0.92, NFI = 0.86, R... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.1 | 0.732 | ["management", "leadership"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.420941 | [
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ORIGINAL RESEARCH article Front. Psychol. , 14 November 2022 Sec. Organizational Psychology Volume 13 - 2022 | https://doi.org/10.3389/fpsyg.2022.921300 Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective J Y Jielin Yin M Q Meng Qu * G L Ganli Li... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.895 | 0.702 | ["management", "education", "leadership", "networking", "war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.420992 | [
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ticle metrics View details Abstract From the emotional perspective, this study explores how team leader’s conflict management styles affect team passion. A theoretical model is constructed which describes the mediating role of positive team emotional climate and the moderating impact of team emotional intelligence. We ... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.685 | 0.824 | ["management", "leadership", "war_conflict", "education"] | 424 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421052 | [
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s and 383 team members to test theoretical model. It is shown that leader’s cooperative conflict management style has a significant positive effect on both positive team emotional climate and team passion. Meanwhile, positive team emotional climate plays a mediating role between leader’s cooperative conflict management... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.696 | 0.836 | ["management", "leadership", "war_conflict"] | 481 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421095 | [
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rative style and positive team emotional climate. This study not only provides a new perspective for follow-up research but also expands the research scope of impacts of conflict management styles. In addition, this study forms the underlying mechanism of team leader’s conflict management styles on team passion from th... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 1 | 0.852 | ["management", "war_conflict", "education", "leadership", "philosophy"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421138 | [
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mechanisms of conflict management styles on team outcomes to a certain extent. Introduction Team work, which emphasizes collaboration and division of labor, is very effective in improving the flexibility of enterprises to cope with the ever-changing internal and external environment. Due to this, teams are widely used ... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.895 | 0.854 | ["management", "ethics", "economy", "leadership", "communication"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421181 | [
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ues, and ethics, but they need to actively cooperate and interact to achieve organizational goals ( García and Corbett, 2013 ). Therefore, conflicts within the team are everywhere and unavoidable. Conflict itself is harmless and its handling styles can greatly impact the team or the organization. If it is not properly ... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.683 | 0.836 | ["management", "war_conflict", "ethics"] | 415 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421223 | [
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titive conflict management style on team passion. H5b: Low TEI weakens the positive influence of cooperative conflict management style on team passion and enhances the negative influence of competitive conflict management style on team passion. Therefore, the hypothesized model is displayed in Figure 1 . Figure 1 Confl... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.7 | 0.852 | ["management", "war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421267 | [
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conduct surveys to state-owned enterprises and internet enterprises in Beijing, Shenzhen, Shenyang, China, such as Baidu, Tencent, JD.COM, and Original Chemical by contacting relevant managers of these enterprises ahead of time and visiting the work places with the help of acquaintances and MBA alumni. This study colle... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.312 | 0.838 | ["management", "education"] | 452 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421309 | [
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&D, and propaganda, were chosen for the research. Because of the different size of work teams, each team surveyed a team leader and 3–6 team members. Finally, 484 valid surveys were collected, including 101 team leaders and 383 team members. We used anonymous questionnaire to ensure that it can truly reflect the respon... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.895 | 0.86 | ["management", "leadership", "war_conflict"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421351 | [
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.13% respondents have been working for 0–5 years. Measures We selected internationally established scales and translated into Chinese to measure these variables. To ensure the equivalency of meaning, we translated questionnaire from English to Chinese and back to English. We adopted Likert five-point scale to measure t... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.7 | 0.848 | ["management", "war_conflict", "leadership"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421392 | [
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ment styles by the scale established by Tjosvold et al. (2006) . It measured cooperative and competitive conflict management style with nine items, which is answered by leaders. Specifically, cooperative conflict management style included five items such as “My work so that to the extent possible we all get what we rea... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.7 | 0.864 | ["management", "war_conflict", "leadership", "education"] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421431 | [
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al climate measure created by Liu et al. (2008) . Example items included “In our team, members are optimistic and confident” and “Working in my team, members feel hopeful.” Team emotional intelligence As mentioned above, since the dimension of OEA reflects the vital role of TEI in the context of conflict, which can hel... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.696 | 0.868 | ["management", "governance", "war_conflict"] | 479 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421479 | [
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him, 1983 ; Lewis, 2000 ; Beitler et al., 2018 ). Data analysis and results In this manuscript, SPSS 24.0 and AMOS24.0 ( Podsakoff et al., 2003 ) were used for descriptive statistical analysis, reliability analysis, and structural validity test. Mplus 8.0 was used both for the multiple regression analysis and hypothese... | https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.921300/full | Frontiers | Exploring the relationships between team leader’s conflict management styles and team passion: From the emotional perspective | frontiersin.org | unknown | false | 0.4 | 0.722 | [] | 512 | Conflict Resolution Leadership | topic | 2026-03-21T18:11:41.421516 | [
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