Procedural justice and conflict management at school

Noa Nelson, Dikla Shechter, Rachel Ben-Ari

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

In this research, we explored the contributions of perceived procedural justice (PPJ) to the conflict management behaviors of adolescents when they experience conflict with their teachers. We tested an extensive model to determine how PPJ contributes to conflict management. We also extended research on PPJ to examine its impact on adolescents. Our results, acquired from a large and diverse sample of 256 high school students, indicate that PPJ had an impact on adolescents' approach to managing conflicts with their teachers. Students who perceived that their teachers' decision processes were just were less dominating and more avoiding, obliging, and compromising. In addition, we found that students' perceptions about the legitimacy of their teachers' authority mediated the relationships between PPJ and conflict management style. This study contributes to the rather scarce research on PPJ's role in conflict management and should be useful for educators searching for constructive, relationship-based tools for conflict management.

Original languageEnglish
Pages (from-to)393-419
Number of pages27
JournalNegotiation Journal
Volume30
Issue number4
DOIs
StatePublished - 1 Oct 2014

Bibliographical note

Publisher Copyright:
© 2014 The President and Fellows of Harvard College.

Keywords

  • Conflict management styles
  • Conflict resolution
  • Dual-concern model
  • Perceived procedural justice
  • Student-teacher conflict
  • Teacher legitimacy

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