A Study of Conflict Management Styles of Guidance Schools Teachers in encounter with student's aggression in Lorestan province

This study aims at investigating the conflict management styles of guidance school teachers in encounter with student's aggression. For this purpose, the sample included 365 teachers and 385 students that were selected randomly by multi-stage cluster sampling. The subjects were chosen among 7728 guidance teachers and 150985 students by Cochran formula. The researcher designed two questionnaires based on Robbins questionnaire and were used as the research instrument. In order to evaluate the questionnaires reliability Cronbach's alpha method was employed. The reliability coefficient for teachers questionnaire was α=0.83, and the reliability coefficient for students questionnaire was α=0.79 respectively. The validity of both questionnaires was considered as a content validity and was investigated by collecting specialist's point of view. The result was obtained based on descriptive and inferential statistics. Results showed that the major conflict management style of teachers in relation with student's aggression was collaboration or confronting style. The compromise style was in second stage, the toleration and avoidance styles were in third stage, and finally domination style was in fourth and last stage.