Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr.
1/2010
CONFLICTUL N ORGANIZAIILE
COLARE
Ing. Ramona Daniela TIUZBAIAN
coala General Nr. 7, Petroani
Dr. Ing. Ioan Nicolae TIUZBAIAN
Universitatea din Petroani
Rezumat: Visul de aur al managerilor se
refera la functionarea lina si egala a organizatiilor pe
care le administreaza; acestia au in vedere intelegerea
si armonia intre angajati, realizarea tuturor obiectivelor
la un nivel maxim si ansamblul continutului celor
implicati. Un astfel de ideal are radacini intr-o
ideologie care ia in calcul doar un singur tip de
rationalitate care guverneaza functionarea unei
societati; orice opinie contrara este considerata ca fiind
fara sens si trebuie combatuta prin toate mijloacele.
Atunci cand persoanele analizeaza si
descopera sursele unui conflict, sunt capabili sa
conceapa si sa dezvolte o metoda de a face fata
conflictului.
Cuvinte cheie : conflict, metod, obiective,
relaii interpersonale
1. Ce este conflictul ?
Conflictul apare ca urmare a tendinei
uneia dintre pri implicate, persoan sau
grup de persoane, de a-i impune punctul de
vedere, sau interesele proprii. Acest
comportament determin apariia frustrrilor
n grupul de oponeni. n forma sa clasic,
conflictul implic atitudini i comportamente
antagonice. n ce privete atitudinile, prile
n conflict cultiv antipatia reciproc se
consider reciproc nerezolvabile, dezvolt
stereotipuri negative despre oponeni.
Comportamentele antagonice includ porecle
insulttoare, sabotaje, sau chiar agresiuni
fizice. n unele grupuri conflictul este
stpnit printr-o atitudine de colaborare care
ine conflictul la nivel minim, n altele,
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 1/2010
CONFLICT IN SCHOOL
ORGANIZATIONS
Eng. Ramona Daniela TIUZBAIAN
Secondary School No. 7, Petroani
PhD Eng. Ioan Nicolae TIUZBAIAN
University of Petroani
Abstract: The golden dream of most managers
regards the calm and smooth functioning of the
organizations they administrate; they also have in view
peace and harmony among employees, the carrying out
of all organizational objectives at a maximum level and
the overall content of all those involved. Such an ideal is
rooted in an ideology that considers only a single type
of rationality that governs the functioning of a society;
any contrary opinion is considered a irrational and
should be struggled against by all means.
When people analyze and discover the sources
of a conflict they are able to conceive and develop a
method to face the conflict.
Key words: conflict, method, objectives,
interpersonal relations.
1. What conflict is?
The conflict appears as a result of the
tendency of one of the involved parts, a person
or a group of persons, of asserting their own
point of view or their own interests. Such a
behavior determines the appearance of
frustrations within the group of opponents.
According to its classical form, the conflict
deals with antagonist attitudes and behaviors.
As regards the attitudes, the conflict parts
resort to mutual antipathy, they consider the
issue mutually insoluble, developing negative
stereotypes about the opponents. Antagonist
behaviors include insulting nicknames,
sabotages or even physical aggressions.
Within certain groups the conflict is mastered
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conflictul este ascuns sau reprimat i nu este
chiar atat de evident.
n urma unui sondaj, mai muli
manageri au recunoscut c 20 de procente
din timpul afectat problemelor specifice s-a
consumat cu activiti legate de diferite
conflicte ( identificare, studiu, negociere) iar
abilitatea de abordare constructiv a
conflictelor este din ce n ce mai important.
Astzi trebuie s se accepte existena
conflictului i s se realizeze c ncercarea
de a elimina conflictele este o greeal.
2. Managementul conflictelor
Visul de aur al multor manageri este
ca organizaiile pe care le conduc s
funcioneze lin , fr asperiti, iar ntre
angajai s domneasc pacea i armonia,
toate obiectivele organizaionale sunt atinse
la nivel maxim i toat lumea este
mulumit. Acest ideal i are originea ntr-o
ideologie care ia n considerare un singur tip
de raionalitate ce guverneaz funcionarea
unei societi iar orice opinie contrar este
considerat ca iraional, trebuind a fi
combtut prin toate mijloacele.
3. Surse ale conflictelor
Un comediant a fcut odat o glum,
spunnd c exist probabil mai multe
conflicte n lume dect fire de nisip. Cu toate
acestea, dei exist nenumrate conflicte, ele
au n mod surprinztor doar foarte puine
surse. Cele mai multe conflicte sunt legate
de urmtoarele surse :
- nevoile fundamentale (care satisfac acele
lucruri necesare oamenilor pentru
supravieuire precum alimentele, apa i
aerul);
- valorile diferite (exist cnd oamenii
mprtesc credine diferite - de
exemplu oameni aparinand unor religii
diferite pot avea valori diferite)
- percepiile diferite (apar atunci cnd
oamenii vd sau gndesc diferit un
anumit lucru de exemplu doi oameni se
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 1/2010
owing to a collaborative attitude that maintains
the conflict at a minimum level; other groups
hide or repress conflict and it is not so evident.
According to a sounding several
managers have acknowledged that 20% of the
time allocated to specific matters has regarded
activities connected with various conflicts
(identification, analysis, negotiation) and that
the capacity of constructively approaching
conflicts has become more and more
important. Nowadays we should accept the
existence of conflicts and realize that the
attempt to eliminate conflicts is a mistake.
2. Conflicts Management
The golden dream of most managers
regards the calm and smooth functioning of
the organizations they administrate; they also
have in view peace and harmony among
employees, the carrying out of all
organizational objectives at a maximum level
and the overall content of all those involved.
Such an ideal is rooted in an ideology that
considers only a single type of rationality that
governs the functioning of a society; any
contrary opinion is considered a irrational and
should be struggled against by all means.
3. Conflicts sources
A comedian had once made a joke by
saying that there probably were more conflicts
in the world than the grains of sand.
Nevertheless, although there are numberless
conflicts, they surprisingly have very few
sources. Most conflicts are connected with the
following sources:
- Fundamental needs (that meet those things
people need in order to survive food,
water, and air)
- Different values (appearing when people
are of different religions, namely, people
belonging to different religions can have
different values)
- Different perceptions (appearing when
people regard or think differently about a
certain thing for example: two people can
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pot certa pentru c nu se pot pune de quarrel due to the fact that they cannot agree
acord asupra unei culori, de fapt upon a certain color; in fact they differently
ntmplndu-se ca ei s perceap perceive the color)
culoarea diferit) - Different interests (appearing when people
- interesele diferite (apar cnd oamenii au have different preoccupations for
preocupri diferite de exemplu doi example, two teen-agers might quarrel due
adolesceni ar putea s se certe pentru c to the fact that they cannot decide whether
nu se pot hotr dac s mearg la o to go to a party or to a film)
petrecere sau la film) - Limited resources (regarding the limited
- resursele limitate (se refer la cantitatea amount of various things not all people in
limitat n care se gsesc diferite lucruri the world are rich as money represent a
nu toi oamenii sunt bogai n lume limited resource)
deoarece banii sunt o resurs limitat) - Psychological needs (appearing when
- nevoile psihologice (sunt cnd oamenii people live various moods they feel
au stri, precum se simt capabili, capable, accepted, important, and healthy;
acceptai, importani i sntoi, de for example, everybody needs to be loved)
exemplu cu toii au nevoia de a fi iubii). When people analyze and discover the
Cnd analizeaz i descoper sursele sources of a conflict they are able to conceive
unui conflict, oamenii i pot forma i and develop a method to face the conflict. For
dezvolta o metod de a face fa conflictului example:
nsui. De exemplu : - In case the conflict is rooted in different
Cnd rdcina conflictului este values, they could try to understand each
reprezentat de valori diferite, ei ar other and to observe the others points of
putea s ncerce s neleag i s view regarding the conflict.
respecte punctele de vedere ale - In case people deal with different
celorlali asupra situaiei respective. perceptions upon things they can try to
Dac este vorba de percepiile clear up their own points of view and offer
diferite pe care le avem asupra the others correct data in order to avoid
lucrurilor, oamenii pot ncerca s-i misunderstandings.
clarifice propriile puncte de vedere i - In case we people with different interests,
s ofere celorlali informaii corecte, they can try to mutually make them
pentru a evita nenelegerile. known and find a solutions that can
Cnd este vorba de interese diferite, content all.
oamenii pot ncerca s i le fac As regards the instructive and educational
reciproc cunoscute i s ncerce s process, interpersonal relationships in the
gseasc o soluie care s-i classroom determine lots of tensed states.
mulumeasc pe toi. We are going to enumerate below those
Referitor la procesul instructiv - regarding the relation teacher pupil:
educativ, relaiile interpersonale din clas - Empirical knowledge of pupils, of their
genereaz cele mai multe stri tensionale. particularities, expectations, of their
Vom enumera aici cele referitoare la relaia previous social experience, and power of
profesor elev : integration;
- Cunoaterea empiric a elevilor, a - Lack of settling older conflicts that
particularitilor, a ateptrilor, a generate new tensions.
experienei sociale anterioare, a puterii - Unequal stimulation.
de integrare. - Over-charging pupils with non-
- Nerezolvarea unor stri mai vechi, pe differentiated tasks correlated with the
fondul crora se acumuleaz noi incorrect evaluation of the previous ones.

Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 1/2010
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tensiuni.
- Stimularea inegal practicat n measures to all pupils.
activitate.
- Suprancrcarea cu sarcini nedifereniate,
corelat cu evaluarea incorect a celor
anterioare.
- Aplicarea rutinier, ablon, a unor
msuri asemntoare la toi elevii.
- Evaluarea subiectiv a cunotinelor i a
comportamentului afectiv atitudinal.
- Acordarea n continuare unei importane
prea mari informativului i mai puin
formativului.
- Nevalorificarea preocuprilor elevilor de
studiu independent, de afirmarea
creativitii, de completare prin activiti
extracolare.
- Redusa diversificare a metodelor activ
participative i de implicare efectiv a
elevilor n activitatea de predare
nvare.
- Abuzul de munc frontal care blocheaz
afirmarea unor elevi.
- Redusa utilizare a variatelor forme i
reete de comunicare cu toi elevii.
- Afirmarea subiectiv a exigenei.
- Neacceptarea exprimrii unor opinii
opuse sau modificate la elevi.
- Recurgerea la autoritate n rezolvarea
unor probleme care se ivesc.
- Pasivitatea, sau amnarea rezolvrii unor
probleme.
- Nestpnirea unor nemulumiri cauzate
extern, dar prelungite n clas.
- Neadaptarea la evoluia dezvoltrilor
elevilor, la particularitiile de vrst.
- Redusa formare a deprinderilor de
cunoatere reciproc, de munc n grup,
de cooperare, de acceptare reciproc.
- Neantrenarea elevilor n managementul
activitii n organizare, n luarea
deciziilor curente, n coordonare, n
evaluare, n reglare.
- Nediscutarea cu elevii a consecinelor
neparticiprii la activiti.
- Neutilizarea relaiilor de comunicare n
afara leciilor, n activiti n afara clasei
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 1/2010
- Routine and pattern application of similar
- Subjective evaluation of the knowledge
and of the affective and attitude behavior.
- Much too high attention paid to
informative education than to the
formative one.
- Lack of exploiting the pupils
preoccupations towards independent
study, creativity, and extracurricular
activities.
- Poor diversification of the methods of
active, participative, and effective
involving of the pupils in the teaching
learning activity.
- Overuse of frontal work preventing certain
pupils from distinguishing themselves.
- Poor use of the various forms and
networks of communication with all
pupils.
- Subjective assertion of exigency.
- Lack of accepting pupils opposite or
different opinions.
- Authority resorting when trying to settle
certain problems.
- Passivity or postponing the settling of
certain problems.
- Lack of mastering certain discontents
externally determined but continuing in
the classroom.
- Lack of adapting to the evolution of the
pupils development, to the age
particularities.
- Poor foundation of the abilities of mutual
knowledge, of group work, cooperation,
and mutual acceptance.
- Lack of involving the pupils in the
management of activity in organizing, in
taking current decisions, in coordinating,
evaluating, and adjusting.
- Lack of neither discussing with pupils the
consequences of nor taking part in the
activities carried out.
- Lack of using communication relations
besides school activity targeting
knowledge, communication, stimulation,
and problem settling.
- Poor communication with parents with a
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pentru comunicare, cunoatere,
stimulare, rezolvare de probleme.
- Slaba comunicare cu prinii pentru
cunoaterea evoluiei elevilor i - Wrong, subjective, conjectural analyses
stabilirea unui parteneriat n soluionarea
tensiunilor ivite.
- Analize, aprecieri eronate, subiective,
conjucturale ale manifestrii elevilor.
- Stil permisiv, sau dimpotriv autocritic, 4. Types of conflicts
rigid.
4. Tipuri de conflicte
4.1. Conflictele ntre elevi
Utilizarea productiv a conflictului
sau rezolvarea creatoare a acestuia
reprezint un demers esenial al
managementului procesului de nvmnt.
Profesorul se confrunt n fiecare zi cu un
numr foarte mare de conflicte. El trebuie s
fie un pacificator care utilizeaz, ns,
constructiv conflictul n vederea atingerii
finalitiilor educaionale stabilite. De aceea
el trebuie s afle, n primul rnd, cauzele
concrete ale conflictului aprut. Acestea pot
fi :
- Atmosfera competitiv. Elevii au fost
obinuii s lucreze individual pe baz de
competiie, lipsindu-le deprinderea de a
munci n grup, ncrederea n colegi i
profesori. Ei nu doresc dect victoria
asupra celorlali i dac nu o obin i
pierd stima de sine. Competiia apare n
toate momentele, chiar n cele n care ea
este neproductiv.
- Atmosfera de intoleran. n clas se
formeaz clici iar lipsa sprijinului ntre
colegi duce de multe ori la singurtate i
izolare. Apar resentimente fa de
capacitiile i realizriile celorlali,
nencrederea i lipsa prieteniei.
- Comunicare slab. Aceasta reprezint
solul cel mai fertil pentru conflict. Cele
mai multe conflicte pot fi atribuite
nenelegerii sau percepiei greite a
inteniilor, sentimentelor, nevoilor i
aciunilor celorlali. Elevii nu tiu s-i
exprime n mod pozitiv nevoile i
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 1/2010
view of knowing the evolution of the
pupils and founding a partnership able to
settle the tensions.
and appreciations of pupils behavior.
- Permissive or, on the contrary, self-critical
and rigid style.
4.1. Conflicts among pupils
The productive use of conflict or its
creative settling represents the essential
approach of the management of the
educational process. The teacher daily faces a
large number of conflicts. Nevertheless, he/she
should be a peace-maker who constructively
employs the conflict with a view of reaching
out the final educational goals already
established. Accordingly, he/she should first
find out the real causes of the conflict. Such
causes can be:
- Competition environment. Pupils have
been used to work individually as
competitors; they lack the ability to work
in groups as well as the confidence in
school mates and teachers. They only
target victory and in case they dont get it,
they loose their self-esteem. Competition
is permanently present even during those
moments when it is non-productive.
- Intolerant environment. Certain groups
appear in classrooms and the lack of
support among school mates most of the
times determines solitude and isolation.
Resentments towards the others abilities
and achievements, lack of confidence, and
lack of friendship appear.
- Poor communication. It represents the
most fertile ground for conflicts. Most
conflicts are rooted in not understanding
or wrongly perceiving the others
intentions, feelings, needs or actions.
Pupils do not know how to positively
express their needs and wishes or they are
afraid to do such a thing.
- Emotions out of place expression. Any
conflict has an affective component.
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dorinele sau le este fric s fac asta.
- Exprimarea nepotirivit a emoiilor.
Orice conflict are o component afectiv.
Conflictele se pot accentua atunci cnd
elevii au sentimente deplasate, nu tiu s-
i exprime suprarea sau nemulumirea
ntr-un mod neagresiv, i suprim
emoiile i sunt lipsii de auto-control. 4.2. Conflicts between teacher and pupils
4.2. Conflicte ntre profesor i elevi
Pentru a evita apariia acestui tip de
conflict, profesorul nu trebuie s-i utilizeze
puterea n mod discreionar, cu scopul de a
evidenia lipsa de putere a elevilor.
Autoritatea profesorului trebuie s se
manifeste constructiv prin crearea unui
mediu propice nvrii, prin meninerea
ordinii i prin evidenierea a ceea ce este mai
bun din elevi. n schimb, autoritarismul
solicit implicit supunere oarb i
conformismul din partea elevilor. Dei pare
eficient, autoritarismul rezolv problemele
doar pe termen scurt i doar superficial,
ntruct conflictul cu elevii i ostilitatea
acestora se vor menine. De aceea, trebuie
gndit i realizat exercitarea autoritii dar
fr a cdea n autoritarism. Pentru aceasta :
- Stabilii reguli cu ajutorul clasei
- Prezentai lista de reguli clasei i
explicai raiunea fiecrui reguli
- Decidei mpreun consecinele pentru
nclcarea regulilor
- Nu facei nici un rabat de la respectarea
regulilor trebuie s existe i sanciuni
mai puin grave pentru a putea fi aplicate
cnd exist circumstane atenuante
Orice rezolvare a conflictelor implic
o mai bun comunicare cu elevii. Cu ct
comunicarea este mai bun i mai complet,
cu att crearea unui climat de siguran
fizic i psihic va fi mai probabil iar
conflictele vor fi mai uor de rezolvat.
4.3. Conflictele ntre profesori i prini
Principalele cauze ale acestor o Defective
conflicte sunt :
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 1/2010
Conflicts can deepen when pupils have
out of place feelings, when they do not
know to express their anger or discontent
in a non-aggressive manner; whenever
such things happen, pupils suppress their
emotions and are lacking self-control.
In order to avoid the appearance of
such type of conflicts, the teacher should not
use his/her power discretionary with a view of
emphasizing pupils lack of power. The
teachers authority should constructively
manifest through creating a learning-directed
environment, through maintaining order, and
emphasizing pupils best features. On the
contrary, an authority-directed environment
implies pupils blind submission and
conformism. Although authority seems
efficient, it only settles matters on a short term
and superficially as the conflict with the pupils
and their hostility are going to maintain.
Accordingly, authority exerting should be
conceived and implemented in a constraint-
free manner. In order to do this:
- Establish rules with the help of pupils
- Inform the pupils about the list of rules
and explain the reason of each rule
- Decide together with the pupils upon the
consequences in case of rule-breakings
- Do not divert from observing the rules
less hard sanctions should also exist in
order to be implemented whenever we
deal with attenuated circumstances
Conflicts settling involves a better
communication with pupils. The better
and the more complete the communication
is, the most probable an environment of
physical and psychical safety and the most
easily settled conflicts.
4.3. Conflicts between teachers and parents
The main causes of such conflicts are
the following ones:
communication due to
misunderstandings and the reduced
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- Comunicarea defectuoas datorit number of contacts during the school year.

nenelegerilor sau numrului mic de o Conflicts regarding values and the fight
contacte pe parcursul unui an colar. for power, the parents exhibiting
- Conflictul de valori i lupta pentru prejudices rooted in their previous
putere - prinii au prejudeci bazate experience or not clearly understanding
pe experienele lor anterioare sau nu le the part teachers play in their childrens
este clar care este rolul profesorilor n life.
viaa copiilor. The improvement of the relationships
mbuntirea relaiilor cu prinii with the parents through diminishing the
prin diminuarea posibilitilor apariiei unor possibility of irreconcilable conflicts
conflicte ireconciliabile presupune : occurring involves:
- Informarea periodic, n scris sau verbal o Periodically informing the parents, in
a priniilor n legtur cu realizarea written or orally, about the carrying out of
obiectivelor educaionale, cu reliefarea educational objectives while emphasizing
progreselor nregistrate de copilul lor. the progress of their children.
- Creterea numrului de contacte n care o Increasing the number of contacts requiring
solicitai prinilor sugestii i opinii pe the parents suggestions and opinions and
care artai c le primii cu plcere. explicitly welcoming such opportunities.
- Acomodarea cu ideile diferite ale o Accommodating with the parents different
prinilor despre desfurarea procesului opinions regarding the carrying out of the
de nvmnt i explicarea, pe nelesul educational process and adequately
lor, a demersului educaional care a explaining the educational approach that has
generat diferenele de opinii. determined different opinions.

4.4. Conflicts among teachers

4.4. Conflictele ntre profesori The conflicts among teachers can be

Conflictele dintre profesori pot fi de
natur personal sau profesional. n cele ce
urmeaz ne vom ocupa de modul n care cele
din urm pot fi abordate ntr-un mod
constructiv i util pentru organizaia colar.
mbuntirea relaiilor cu ceilali profesori
presupune ntre altele :
- mbuntirea comunicrii, creterea
cooperrii i toleran fa de ideile
diferite ale altor persoane.
- Oferirea de soluii concrete profesorilor
n privina modului n care ai lucrat cu
unii elevi dificili din clasele la care
predai i dumneavoastr sau la care i
observai pe colegi.
- Cnd apar aceste probleme n aceste
clase, ncurajai-i pe ceilali profesori s
se focalizeze asupra problemei i nu
asupra elevilor implicai.
Foarte delicate sunt conflictele unor
personal or professional. Further we are going
to deal with the manner the last ones can be
approached in a manner that is constructive
and useful for the school organization. The
improvement of the relations with the other
teachers involves among other things the
following:
- Improvement of communication, increase
of cooperation, and tolerance towards the
different opinions of other persons.
- Offering the teachers concrete solutions
regarding the manner you have worked
with certain difficult pupils belonging to
the classes you teach at or to other classes
where you survey your colleagues.
- When such problems appear in theses
classes, you should encourage the other
teachers to focus upon the matter and not
upon the involved pupils.
The conflicts of certain teachers with
the school management generally are

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profesori cu conducerea colii n general sau
cu directorul colii n special. Pentru
evitarea i/sau rezolvarea rapid a unor astfel
de conflicte, este bine ca fiecare parte s
adopte un comportament proactiv, prin care
se caut mbuntirea relaiilor
interpersonale dar i a celor organizaionale.
extremely delicate and especially those with
the school manager. In order to avoid and/or
rapidly settle such conflicts, each part should
adopt a pro-active behavior that attempts to
improve interpersonal and organizational
relations.

Bibliografie
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[2]. Cristea S., Managementul 2003.
organizaiei colare, Editura Didactic i [2]. Cristea S., Managementul organizaiei
Pedagogic, Bucureti, 2003. colare, Editura Didactic i Pedagogic,
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