Daily Archives: March 20, 2021

Module 3.2: Conflict resolution

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I was struck in this module by the TED Talk given by Campbell ad Clarke (2015) in which the presenters discuss the desirability of using conflict to promote creativity and innovation by looking at situations from other perspectives. I think this is a skill that can work in an educational setting, given the right people involved. Both parties would need to come to the discussion prepared to hear the perspectives of the other before any progress could be made. This is a skill that can be modelled, taught and expected by leaders both of teachers and students. Most people do not go into situations of conflict just to be oppositional (though, it must be acknowledged that some people are bull-headed). I take the view that perhaps the other party in the conflict knows or feels something I don’t know about. If I take the time to investigate why they think or feel the way they do, I can understand their perspective more clearly. Perhaps they may have a point. And perhaps not. I will admit, though, that I am more likely to spend time and effort on these issues if the person I am in conflict with is someone who’s opinion I usually respect. This I have the luxury to indulge because I am not currently their leader. If I were to become their leader, I would need to change this. Taking the self-assessment, results show that I am relatively good at compromise and collaboration, but also score above half-way for avoidance, competing and accommodating. I believe this is probably true and reflects my tendency to approach conflicts differently with different people. I would like to improve my skills in turning conflict into an opportunity to grow by exploring other perspectives. I think this could be a very powerful tool in the right hands.

 

Campbell, C.M & Clarke, S. [TEDx Talks ]. (2015).  Conflict – Use it, don’t defuse it [Video]. YouTube.  https://youtu.be/o97fVGTjE4w

Module 3.1: Stress

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Cross (2015) identifies teacher stress as a major factor in the attrition rate of teachers at all career stages, but especially early career teachers. She identifies as major factors leading to teacher stress:

  • excessive workload,
  • pressures of assessment targets and inspections,
  • changes to curriculum and teaching styles including a lack of decision making contributions,
  • false public perceptions of teachers coupled with poor student behaviour and management of that behaviour leading to poor self esteem and self-efficacy,
  • aggression and
  • classroom and school culture.

Clement (2014) suggests that some factors contributing to teacher stress as it derives from educational change are:

  • feeling a sense of compulsion,
  • a lack of opportunity for meaning-making and
  • teacher perception of change as transitory.

Protective factors against teacher stress, as identified by Cross (2015):

  • resources to increase sense of self-efficacy,
  • connectedness with students and colleagues,
  • support from colleagues and
  • receiving recognition for their work.

Bandura (1997) defines self-efficacy as “an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments”, in other words, a belief that they are able to be successful. so, how might teacher librarians work to reduce the stress of our colleagues? I believe the key lies in the relationships that we develop with and between colleagues. Servant leadership, characterised by listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others, and building community (Spears, n.d in Burkus, 2010) presents an opportunity to build those relationships and address the needs of colleagues. From a more practical standpoint, teacher librarians can assist by curating a collection of professional learning resources directly around areas of need, analysing and synthesising and then publishing information about key changes and developments in educational theory, provision of instructional leadership as needed, by team teaching with colleagues, modelling key strategies, targeting teaching to areas of curriculum need, eg approaching some HSIE content during library lessons from an information literacy perspective. Collection and curation of resources both for students’ and teachers’ learning needs and promoting them at point of immediate need is an important skill for teacher librarians. Provision of a safe space, a cone of silence, for problems to be talked out can make colleagues feel heard and increase a sense of contribution to the overall direction of the school.

Teacher librarians can also support plans and initiative of the leadership team by promoting the advantages and resources needed to complete the tasks needed.

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Burkus, D. (2010, April 1). Servant leadership theory. David Burkus. http://davidburkus.com/2010/04/servant-leadership-theory/

Clement, J. (2014). Managing mandated educational change. School Leadership & Management, 34(1), 39-51. https://doi: 10.1080/13632434.2013.813460

Cross, D. (2015). Teacher well being and its impact on student learning [Slide presentation]. Telethon Kids Institute, University of Western Australia. http://www.research.uwa.edu.au/__data/assets/pdf_file/0010/2633590/teacher-wellbeing-and-student.pdf