investigating the factors affecting the dynamic conflict components of teachers

Conflict often refers to cases in which units or individuals work against each other instead of working together. Webster's dictionary defines conflict as a battle and the difference between opposing forces and the existing contradiction between instincts or morals and religious and moral ideals (1). According to Robbins, conflict is a process in which the first person intentionally tries to prevent the second person from achieving his or her interests and goals in a deterrent manner (2).Due to the nature of sports and its close relationship with social, political and economic issues in society, the sports environment, especially educational organizations, are the source of potential conflicts between different organizations (4). It is therefore essential to exercise competence to resolve, manage and prevent employee conflict before it leads to resignation, retaliation, litigation or other extremist action (5). For example, teachers, and especially physical education teachers, in order to be able to provide basic physical education programs to ensure the physical and mental health of students and to create favorable conditions for the development of students' athletic talents, must have differences and Manage conflicts effectively and efficiently. Since the main part of physical education classroom management is to provide a suitable educational environment and gather students in groups that work away from conflicts and disagreements in achieving educational goals, physical education classes need to There are teachers who moderate the internal pressures on their motivation and balance their behavior (6).There are shortcomings in physical education classes, including: physical education hours in schools, facilities and equipment, sports equipment, priority of other subjects over physical education, school principals' attitude towards this subject, which has caused conflicts between teachers and principals. . Studying conflicts and resolving them in the field of education is still a complex and multidimensional issue. Research should examine this relationship with other levels of education and whether these outcomes affect teachers' performance. Given these explanations, the researcher seeks to address the dynamic conflict model of physical education teachers.

For the present applied research which was done by survey method, among the physical education teachers of Alborz province (150 people) due to the limited population using available sampling and the total number of all members of the community were considered as a sample. The researcher-made questionnaire consisted of 40 questions that were prepared and compiled for each factor, at least 3 questions, and these three questions distributed and collected the factors affecting the dynamic conflict of physical education teachers from various aspects. To determine the validity of the questionnaire from the perspective of experts, professors and experts, its validity was approved by these experts by providing amendments. Also, in order to evaluate the reliability of the questionnaire, Cronbach's alpha coefficient test was used and the reliability of the research tool was 0.816. Finally, descriptive statistics, Kalmogorov-Smirnov tests, exploratory and confirmatory factor analysis, t-test and structural equations were used for SPSS software version 22 and Amos version 20 at error level of 0.05 for statistical analysis of data.

The results showed that the average opinion of the respondents about the situation of dynamic conflicts of physical education teachers is equal to 4.15, which is higher than the hypothetical average (μ = 3). The value of sig / 2 is equal to 0.001 which is less than 0.05 and also the value of t-statistic is equal to 39.86 which is a positive value so it can be said with 95% confidence that the components of the dynamic conflict components of physical education teachers It is desirable (Table 1).Another finding showed that the model has a good fit (Table 2). According to the results of the research model, the dimensions of "mutual benefit option", "focus on the future", "transparency" and "positive cooperation" have the greatest impact on "dynamic conflict of teachers" with coefficients of 0.77, 0.75, 66, respectively. / 0 and 0.66. Finally, the results showed that the probability values ​​of all components are less than 0.001; Therefore, all components are accepted at a significance level of 0.99(Table 3).

The results of the present study showed that among the sources of dynamic conflict in physical education teachers, providing options for mutual benefit has the greatest effect. Research shows that communication problems, inadequate information exchange, and rhetoric in the communication channel alone are barriers to communication and create potential conditions for conflict. Too much or too little communication also increases the possibility of conflict. As a result, it is possible to increase communication to a certain extent, and by exceeding that limit, communication becomes excessive, which results in increasing the possibility of creating opposition. This factor can be suggestions in terms of win-win method in communication (19).Another result of the present study is the focus on the future by learning from the past. It seems that the difference between the teaching conditions for physical education teachers compared to other teachers, the lack of importance of physical education lessons, unreasonable expectations of managers and the lack of sports facilities and equipment have caused physical education teachers by managers and Their co-workers endure a lot of psychological and environmental pressures. Existence of psychological and environmental pressures causes physical education teachers to not be able to work in schools as expected of them and to achieve the goals set by themselves and the organization, and this causes a conflict between colleagues and teachers with the principal.In addition, according to the results of the research model, the transparency factor can be effective in creating a dynamic conflict among physical education teachers. This result of the research indicates that physical education teachers are confused in the implementation of their responsibilities and the reason may be the lack of clear rules related to the job description of teachers. It seems that there are many differences in the set of rules and regulations of education and the perception of these rules is different in different people. Also, the transparency of the rules and their explanation is not done by the senior managers of the organization and consequently the school principals for quick and timely decisions.In general, the results showed that the relationship between the dynamic conflict components of physical education teachers is based on a positive attitude in conflict resolution, in other words, to form and maintain the perception that leads to conflict behavior, communication Strengthen among teachers. Communication problems can be an important source of incompatibility and conflict formation.