Teachers’ perceptions of organizational conflict in Romanian educational institutions: an exploratory study

Abstract

Abstract. The study explores Romanian teachers’ perceptions of organizational conflict in pre-university education, using a mixed-methods approach. The sample consisted of 32 teachers enrolled in a Master’s program in Educational Management. The results identify ineffective communication (M=4.56), professional overload (M=4.22), and role ambiguity (M=3.94) as the main causes of organizational conflict. The analysis reveals a significant association between management style and conflict intensity (r=0.68; p<0.01). Transparent communication, clarification of responsibilities, and mediation are considered effective strategies, with the study providing relevant insights for training school managers in preventing and managing organizational tensions.