Unspoken teacher conflict: uncovering female novice teachers' conflict experiences in professional learning community

Abstract

PurposeThe professional development of novice teachers is receiving increased attention. Although conflict is regarded as an essential factor affecting the effectiveness of the school professional learning community, it is often hidden unspokenly. This study uncovers the conflict experiences of female novice teachers in an Asian cultural context and investigates how such experiences influence their professional development and emotions.Design/methodology/approachThe case study approach was adopted. Four participants were selected according to specific criteria, and two rounds of semi-structured interviews were conducted in five years to identify the conflicting parties, conflict types, coping strategies and resulting impact.FindingsLongitudinal qualitative data have revealed that female novice English language teaching (ELT) teachers mainly reported conflicts with their female colleagues. Goal, task and relationship conflict are the most common types of conflict encountered, while the strategies of avoiding, dominating and obliging are the most popular. This study also discusses the impacts of such conflict experiences.Originality/valueThis study identifies the influence of culture, particularly a culture of high power distance and an emphasis on “precious harmony”, on novice female teachers' conflict coping and offers insights into how conflict can be utilised to enhance novice teachers' professional development in the school professional learning community.