“和平换P”:三个教师教育专项中学生的人际冲突管理方式

Rejie F. Palmos
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引用次数: 0

摘要

摘要本研究旨在探讨参与三个教师教育专案的西弗吉尼亚州立大学学生冲突管理方式的差异。调查对象采用随机抽样方法。本研究采用了Miriam学院和平教育中心所开发的菲律宾标准问卷调查表,内容为人际冲突管理方式。结果显示,ESGP-PA (4P的授予者)和欧洲经委会文凭作为一个整体或根据某些类别分类时具有“解决问题”的冲突管理风格。欧洲经委会的协理对整个集团的人际冲突管理以及按某些类别分类时具有“攻击性”。被调查者的人际冲突管理方式在分类上没有显著差异。因此,两个专题项目采用的主导风格是问题解决型,一个是进攻型。作为一项建议,有必要提出一项和平教育计划,该计划更加强调在面对与同龄人、未来的同事和其他人的冲突时有效解决问题的过程,以改善人际关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Peace For P’s”: Interpersonal Conflict Management Styles of Students in Three Teacher Education Special Projects
This descriptive research aimed to identify the varied conflict management styles among WVSU students enrolled in three teacher education special projects. The respondents were selected using the random sampling method. A Filipino-based standard questionnaire checklist developed by the Miriam College Center for Peace Education on interpersonal conflict management styles was utilized. Results revealed that ESGP-PA (4P’s granter) and the Diploma on ECE had a “problem solving” conflict management style as an entire group or when classified according to certain categories. The Associate in ECE possessed “aggression” towards their interpersonal conflict management as an entire group and when classified according to certain categories. No significant differences were noted in the respondents' interpersonal conflict management styles when classified according to certain categories. Therefore, the dominant style employed by the two special projects is problem-solving, and one is aggression. As a recommendation, there is a need to propose a Peace Education Program that places more emphasis on the effective problem-solving process in facing conflicts with peers, future co-workers, and other people for better interpersonal relationships.
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