conflict resolution

The stress facing the educational leadership as school principals are required to deal with administrative management, supervision of staff, academic performance and institutional development. There are specific issues that may affect female principals in addition to the other factors listed above: Interpersonal demands, competing professional demands, and work–life balance. Problem-Focused Coping Strategies (PFCS) may be a way to cope with stress by identifying the sources of stress, planning and problem solving, prioritizing and making positive decisions. The present study investigated the correlation between PFCS and Stress Management (SM) of female school principals. The method of quantitative research was employed and data was gathered from 74 principals (females). Analysis of the correlation showed a weak negative correlation between PFCS and SM (r = -.117). The regression model accounted for about 1.4% of the variability in SM (R2 = .014). The overall regression model was not significant (F (1,72) = 1.005, p = .319). The regression coefficient for PFCS was also negative and not significantly different from 0 (B = -.254, β = -.117, p = .319). The results of this study suggest that there was no statistically significant predictive relationship found between the female principals who participated in the study and PFCS and SM. The results do not show that problem-focused coping is not effective, however; it does imply that it may be insufficient to account for variations in stress management in this sample. The results indicate that there is a need to explore further individual and organizational factors, such as workload, institutional support, leadership experience, resources, and work–life balance. More research is needed using larger samples, measuring instruments that have been established and validated, and using longitudinal or intervention designs to investigate the role of problem-focused coping in stress management. Other professional development programs that could be beneficial for educational authorities include those related to problem solving, time management, delegation, and conflict resolution. The research brings insights from the sphere of stress amongst female educational leaders to the discussion and provides some insights for future research directions.

The article examines the concept of democratic behavior skills as an integral system of personal qualities that help individuals socialize, build partnerships within society, communicate without aggression, pressure, or humiliation, resolve conflicts constructively, establish peaceful relationships, and take responsibility for their decisions. Attention is drawn to the relevance of this issue, as under the current conditions of democratic transformations in Ukrainian society, globalization processes, and information challenges, focusing on the education of young people is a strategic task of the state. Ukrainian society needs citizens who embrace democratic values, are active and responsible, respect the rule of law, think critically, hold strong civic positions, and are culturally educated. It is specified that democratic behavior skills are a component of the model of civic competencies that should be developed from primary school age. By making use of the sensitive developmental periods of younger schoolchildren, educators can lay the foundations of communication and behavioral culture, and related qualities. The educational potential of the integrated course «IEW» is analyzed, with particular emphasis on its social content strand. From Grades 1 to 4, the curriculum includes topics aimed at developing the child’s personality as an active member of society, capable of responsible behavior, partnership and cooperation, respect, tolerance, and empathy. It is emphasized that primary school students do not merely become familiar with concepts such as «citizen», «state», «rights», «responsibilities», and «accountability». Through learner-centered, activity-based approaches, they gain experience in democratic interaction across various activities. Discussions of problematic situations and collective decision-making contribute to the development of democratic behavior skills. It is emphasized that the use of practice-oriented methodologies in teaching the integrated course “I Explore the World” contributes to the development of primary education students’ conscious understanding of social processes and their ability to critically analyze information, which is particularly important for fostering democratic behavior skills. The practical significance of the study lies in the potential to apply the proposed methodological approaches to the educational activities of general secondary and higher education institutions.

Background School-aged children that experience social anxiety and have difficulty with interactions among peers can create significant challenges to their development in terms of both psychology and behavior. A team sport such as volleyball provides a common setting that naturally includes all aspects of social interaction (communication, cooperation, role coordination, etc.) and shared goals which is essential to improve the child’s confidence in interacting socially and abilities to interact socially with peers. Objective This research is an examination of the effect that a 12-week collective volleyball cooperative tactical training program will have on social anxiety and peer interaction in children (8–12). Methods A sample of 80 healthy school-age children was obtained via two methods of campus based, voluntary and/or open recruitment. These children were then randomly assigned to either an experimental intervention group ( n = 40) or an active control group receiving standard physical education ( n = 40). For 12 consecutive weeks, participants in the experimental group engaged in a type of volleyball cooperative tactical team training that occurred on 3 days each week at 1 h per day. During this time the participants in the control group engaged in standard physical education classes of matched frequency and duration. Social anxiety was measured by use of the Social Anxiety Scale for Children (SASC); SASC measures include total social anxiety, fear of negative evaluation and social avoidance/distress. Participant peer interaction was evaluated using a study-specific 25-item peer-interaction questionnaire covering interaction initiative, peer acceptance, interaction coordination, interaction openness, and conflict resolution ability. Data collection occurred prior to, as well as subsequent to, the intervention. Statistical analyses were conducted utilizing SPSS version 26.0 software. A 2 × 2 mixed-design ANOVA was conducted to examine Group × Time interaction effects, with group (intervention vs. control) as the between-subjects factor and time (pre-intervention vs. post-intervention) as the within-subject factor. Effect sizes were reported using partial eta squared ( η 2 p ), and post hoc comparisons were performed when significant interactions were identified. Results Group × Time Interaction Effects from a mixed-design ANOVA were found to be statistically significant for both of the outcomes (social anxiety and peer interaction) of this study. Children participating in an intervention that included an instructional program using the Collective Volleyball Cooperative Tactical Training Model showed significantly greater improvement than did those in the Control Condition in reducing their level of social anxiety as well as improving their peer interaction abilities over the course of the 12-weeks. Although we found a statistically-significant improvement in both children’s social anxiety, and their peer interaction skills through a 12-week program, there is no data available for us to understand if those positive results will continue into the future because we did not assess children at later points in time. Thus, future researchers are encouraged to consider extended assessment periods as part of their study designs to determine how long such interventions have an impact. Secondly, as a feasibility study in a controlled environment showed promise for implementation of cooperative tactical volleyball programs, there may be barriers to successful implementation in regular school settings such as lack of facilities, class size and teacher workload. Future research is needed to examine how cooperative tactical volleyball programs can be adapted to encompass large groups of students and incorporated into routine physical education curriculum. Furthermore, although the intervention showed feasibility under controlled conditions, implementation in regular school settings may face practical challenges, including limited facilities, larger class sizes, and teacher workload. Future studies should examine how cooperative volleyball tactical training can be adapted for broader school-based implementation. Conclusion Collective Volleyball Cooperative Tactical Training is an effective method for reducing social anxiety and improving the ability of school aged children to interact with peers. The program offers a viable, school-based model for integrating sport skills acquisition (training) and psychosocial growth through physical activity.

This study aims to analyze (1) technical skills, (2) interpersonal skills, and (3) conceptual skills of principals based on the local wisdom of Tamiang Traditional Culture (Adat Budaya Tamiang/ABT) in improving teacher performance in elementary schools of Aceh Tamiang Regency. This research employed a qualitative method with a case study approach. The research subjects consisted of principals, teachers, and representatives of the Aceh Tamiang Traditional Council (MAA) from two schools, namely SD Negeri 1 Sungai Liput and SD Negeri 1 Sriwijaya. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings reveal that: (1) The principals technical skills were reflected in their ability to formulate and manage RKS and RKAS through deliberation, integrate ABT into the curriculum, utilize internet-based learning media, provide cultural literacy resources such as the Tamiang language dictionary, and manage school facilities through the spirit of gotong royong (collective work). These programs contributed to improving teacher performance through clear planning, facility support, and work guidelines rooted in local wisdom. (2) Interpersonal skills were demonstrated through polite and ethical communication based on Tamiang customs, conflict resolution using a familial and consensus approach, teacher empowerment through kelompok belajar (teacher learning groups), participatory practices, and the creation of a collaborative work climate. This approach enhanced teacher motivation, commitment, and discipline. (3) Conceptual skills were evident in the principals' ability to formulate a vision and mission grounded in Tamiang cultural values, adapt national education policies to the local context, build solid teamwork, conduct data-based evaluations (including school performance reports, BOS Kinerja achievements, and “Beautiful Classroom” assessments), and involve communities and traditional institutions in school programs, including traditions such as pesejuk and the use of Malay Tamiang traditional attire. This study concludes that the managerial abilities of school principals based on the local wisdom of Tamiang cultural values significantly contribute to improving teacher performance through the application of technical, interpersonal, and conceptual skills rooted in local traditions. Principals are able to plan programs through deliberation, build harmonious working relationships, and interpret educational policies in accordance with the Tamiang cultural context. The integration of values such as togetherness, mutual cooperation, and social responsibility strengthens teachers' professionalism while fostering students' character and cultural identity.

هدف این پژوهش تحلیل (۱) مهارت‌های فنی، (۲) مهارت‌های بین‌فردی و (۳) مهارت‌های مفهومی مدیران مدارس مبتنی بر خرد بومی فرهنگ سنتی تامیانگ (Adat Budaya Tamiang/ABT) در بهبود عملکرد معلمان در مدارس ابتدایی شهرستان آچه تامیانگ است. این پژوهش با روش کیفی و رویکرد مطالعه موردی انجام شده است. شرکت‌کنندگان پژوهش شامل مدیران مدارس، معلمان و نمایندگان شورای سنتی آچه تامیانگ (MAA) از دو مدرسه، یعنی SD Negeri 1 Sungai Liput و SD Negeri 1 Sriwijaya بودند. داده‌ها از طریق مشاهده، مصاحبه و اسناد جمع‌آوری و با استفاده از کاهش داده‌ها، نمایش داده‌ها و نتیجه‌گیری تحلیل شدند. یافته‌ها نشان دادند که: (۱) مهارت‌های فنی مدیران مدارس در توانایی آن‌ها برای تدوین و مدیریت RKS و RKAS از طریق مشورت، ادغام ABT در برنامه درسی، بهره‌گیری از رسانه‌های آموزشی مبتنی بر اینترنت، فراهم‌سازی منابع سواد فرهنگی مانند فرهنگ لغت زبان تامیانگ و مدیریت امکانات مدرسه با روحیه گوتونگ رویونگ (کار جمعی) منعکس می‌شود. این برنامه‌ها از طریق برنامه‌ریزی شفاف، حمایت از امکانات و دستورالعمل‌های کاری مبتنی بر خرد بومی به بهبود عملکرد معلمان کمک کردند. (۲) مهارت‌های بین‌فردی از طریق ارتباط مؤدبانه و اخلاقی مبتنی بر آداب تامیانگ، حل تعارض با رویکرد خانوادگی و اجماعی، توانمندسازی معلمان از طریق گروه‌های یادگیری معلمان (kelompok belajar)، شیوه‌های مشارکتی و ایجاد فضای کاری مشارکتی نشان داده شد. این رویکرد انگیزه، تعهد و انضباط معلمان را افزایش داد. (۳) مهارت‌های مفهومی در توانایی مدیران برای تدوین چشم‌انداز و رسالتی مبتنی بر ارزش‌های فرهنگی تامیانگ، تطبیق سیاست‌های ملی آموزشی با زمینه محلی، ایجاد کار تیمی مستحکم، انجام ارزیابی‌های مبتنی بر داده (از جمله گزارش عملکرد مدرسه، دستاوردهای BOS Kinerja و ارزیابی‌های «کلاس زیبا») و مشارکت جامعه و نهادهای سنتی در برنامه‌های مدرسه، از جمله سنت‌هایی مانند پِسِجوک و استفاده از لباس سنتی مالایو تامیانگ مشهود بود. این پژوهش نتیجه می‌گیرد که توانمندی‌های مدیریتی مدیران مدارس مبتنی بر خرد بومی ارزش‌های فرهنگی تامیانگ، از طریق به‌کارگیری مهارت‌های فنی، بین‌فردی و مفهومی ریشه‌دار در سنت‌های محلی، به طور معناداری به بهبود عملکرد معلمان کمک می‌کند. مدیران قادرند برنامه‌ها را از طریق مشورت برنامه‌ریزی کنند، روابط کاری هماهنگ ایجاد نمایند و سیاست‌های آموزشی را متناسب با زمینه فرهنگی تامیانگ تفسیر کنند. ادغام ارزش‌هایی چون همبستگی، همکاری متقابل و مسئولیت اجتماعی، حرفه‌ای‌گری معلمان را تقویت کرده و در عین حال به پرورش شخصیت و هویت فرهنگی دانش‌آموزان می‌انجامد.

This study aims to formulate pedagogical strategies and map the typology of constructive Ahlussunnah wal Jama’ah (Aswaja) values tawassuth, tawazun, tasamuh , and i'tidal (justice) within educational curricula as instruments for mitigating global radicalism and strengthening national character. Using a descriptive-analytical qualitative method involving literature reviews and socio-religious text analysis, the study examines curriculum documents, local content policy texts, and literature on integrating contemporary religious values across various educational levels. The findings indicate that the structural mapping of Aswaja values ​​serves as an epistemological compass, successfully reconstructing theological doctrines into concrete character indicators through formal learning models, the integration of Islamic Religious Education materials, and the habituation of Nahdliyyah cultural-ritual practices. This pedagogical strategy is effectively formulated through a three-stage behavioral taxonomy knowing, loving, and doing the good and reinforced by the restoration of traditional academic ethics based on the study of classical texts on etiquette. In the digital era, these values ​​undergo adaptive expansion through the use of creative cyber platforms for cyberspace deradicalization ( interpretation). The educational implications of this holistic internalization are empirically proven to enhance personal discipline, the quality of interpersonal courtesy, and peaceful conflict resolution skills within a peace education framework. In conclusion, strengthening Aswaja-based curricula serves as an essential pillar that synergizes religiosity with nationalism to safeguard social cohesion and the continuity of national integration. Abstrak Penelitian ini bertujuan untuk merumuskan strategi pedagogis dan memetakan tipologi nilai konstruktif Ahlussunnah wal Jama’ah: tawassuth, tawazun, tasamuh, dan i'tidal dalam kurikulum lembaga pendidikan sebagai instrumen mitigasi radikalisme global serta penguatan karakter bangsa. Menggunakan metode kualitatif deskriptif analitis dengan pendekatan studi kepustakaan dan analisis teks sosioreligius, penelitian ini menelaah dokumen kurikulum, naskah kebijakan muatan lokal, serta literatur integrasi nilai keagamaan kontemporer pada berbagai jenjang pendidikan. Hasil penelitian menunjukkan bahwa pemetaan nilai Aswaja secara struktural berfungsi sebagai kompas epistemologis yang berhasil merekonstruksi doktrin teologis menjadi indikator karakter konkret melalui model pembelajaran formal, integrasi materi rumpun Pendidikan Agama Islam, dan habituasi ritual amaliah kultural Nahdliyyah. Formulasi strategi pedagogis ini berjalan efektif melalui tiga tahapan taksonomi perilaku (knowing, loving, dan doing the good) serta diperkuat oleh restorasi etika akademik tradisional berbasis pengkajian kitab adab klasik. Di era digital, nilai-nilai ini mengalami perluasan adaptif melalui pemanfaatan platform siber kreatif untuk deradikalisasi ruang siber serta aktualisasi ijtihad ekologis. Implikasi edukatif dari internalisasi holistik tersebut terbukti secara empiris meningkatkan eskalasi kedisiplinan personal, mutu kesantunan interpersonal, dan keterampilan resolusi konflik yang damai dalam kerangka kerja peace education. Kesimpulannya, penguatan kurikulum berbasis Aswaja menjadi pilar esensial yang menyinergikan aspek religiusitas dengan nasionalisme demi menjaga kohesi sosial dan keberlangsungan integrasi nasional.

هدف این پژوهش، تدوین راهبردهای آموزشی و ترسیم تیپولوژی ارزش‌های سازنده اهل‌سنت و جماعت (اسوجا) شامل توَسُّط، تَوازُن، تَسامُح و اعتدال (عدالت) در برنامه‌های درسی نهادهای آموزشی به‌عنوان ابزاری برای کاهش رادیکالیسم جهانی و تقویت شخصیت ملی است. این مطالعه با بهره‌گیری از روش کیفی توصیفی-تحلیلی و رویکرد مرور متون و تحلیل متون اجتماعی-دینی، به بررسی اسناد برنامه درسی، متون سیاست‌گذاری محتوای محلی و ادبیات مربوط به ادغام ارزش‌های دینی معاصر در سطوح مختلف آموزشی می‌پردازد. یافته‌ها نشان می‌دهد که ترسیم ساختاری ارزش‌های اسوجا به‌عنوان قطب‌نمای معرفت‌شناختی عمل می‌کند و موفق به بازسازی آموزه‌های الهیاتی به شاخص‌های عینی شخصیت از طریق مدل‌های آموزش رسمی، ادغام مواد آموزش دینی اسلامی و عادت‌دهی به اعمال فرهنگی-آیینی نهضت‌العلما شده‌است. این راهبرد آموزشی به‌طور مؤثری از طریق سه مرحله طبقه‌بندی رفتاری (شناخت، محبت و عمل به خیر) تدوین شده و با احیای اخلاق دانشگاهی سنتی مبتنی بر مطالعه متون کلاسیک ادب تقویت می‌شود. در عصر دیجیتال، این ارزش‌ها از طریق بهره‌گیری از بسترهای خلاقانه سایبری برای مقابله با رادیکالیسم در فضای مجازی (تفسیر) گسترش تطبیقی می‌یابند. پیامدهای آموزشی این درونی‌سازی جامع، به‌طور تجربی موجب ارتقای انضباط فردی، کیفیت ادب بین‌فردی و مهارت‌های حل مسالمت‌آمیز تعارض در چارچوب آموزش صلح می‌شود. در نتیجه، تقویت برنامه‌های درسی مبتنی بر اسوجا به‌عنوان رکن اساسی هم‌افزایی دینداری و ملی‌گرایی برای حفظ انسجام اجتماعی و تداوم یکپارچگی ملی عمل می‌کند.