Teachers' Coping Mechanisms in Confronting School-Based Conflicts
A GROUNDED THEORY
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TEACHERS' COPING MECHANISMS IN CONFRONTING SCHOOL-BASED CONFLICTS: A GROUNDED THEORYThis empirical study investigates on how teachers cope-up in dealing with school-based conflicts and determine based on fact-finding accounts their appropriate approaches in handling this phenomenon. This study adopted the Straussian Grounded Theory Methodology which allowed the exploration of the phenomenon from the participants' perspectives and accommodating issues based on their lived-experiences that would served as the source of primary data. Data was collected from interviews of forty-one selected public...
TEACHERS' COPING MECHANISMS IN CONFRONTING SCHOOL-BASED CONFLICTS: A GROUNDED THEORYThis empirical study investigates on how teachers cope-up in dealing with school-based conflicts and determine based on fact-finding accounts their appropriate approaches in handling this phenomenon. This study adopted the Straussian Grounded Theory Methodology which allowed the exploration of the phenomenon from the participants' perspectives and accommodating issues based on their lived-experiences that would served as the source of primary data. Data was collected from interviews of forty-one selected public and private school teachers. Researcher memos and applicable extant literature were also included as data. Constant comparative analysis produced the core category "dialogical-contemplative coping approach".
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