TEACHING UNDER TENSION: THE PSYCHOLOGICAL IMPACT OF WORKPLACE CONFLICT ON TEACHERS

Abstract

Workplace conflict at educational institutions has become an emerging problem in relation to the psycho-social well-being of teachers in the modern environment. This paper discusses the psychological effects of long-term workplace conflict in the teaching profession in particular teacher-head teacher disputes in schools. Underpinned by the framework of the Job Demands-Resources (JD-R) theory, the current study adopted qualitative research methodology based on semi-structured interviews, classroom observation, field notes, and document analysis. The results showed that long-term workplace conflict had been found to contribute significantly to stress, emotional discomfort, frustration, emotional fatigue, low morale, and job dissatisfaction among teachers. In addition, the findings showed that poisonous work environment, ineffective communication practices, and unhelpful leadership behaviors were aggravating factors contributing significantly to the psychological disturbance of teachers and undermining their occupational motivation and engagement in the classroom. This paper concluded that it is important to consider workplace conflict not only as an organizational phenomenon but also as an important psychological stressor in the lives of teachers.