Conflict in School Systems: Forms, Impact, and Stakeholders

Introduction

Like all types of organizations, school systems also experience their share of conflict. The sources of conflict in schools can assume a number of forms, including tensions between and within school boards, school administrators, teachers, parents, and the surrounding community. Conflict, though, does not necessarily represent a negative condition; rather, it can be viewed as an opportunity for growth and improvement when properly managed. Unfortunately, many school systems are constrained by their inability to resolve such conflicts, and the outcomes can in fact be highly damaging for all stakeholders involved. To determine what the impact of such conflict can be and what forms conflict assumes in school systems, this paper provides a review of the relevant scholarly literature, followed by a summary of the research and its key findings in the conclusion.

School Board-Level Conflict

At every level, the potential for conflict exists in school systems, beginning with the school boards that govern them. Because educators, parents, and community members are very different individuals, it is not surprising that the types of conflict and problems typically encountered in schools mirror these important differences. For instance, according to Feuerstein, "Some boards seem quite adept at carrying out their responsibilities, while others seem to have difficulty understanding their role and fulfilling their responsibilities as stewards of the local school district" (3). Moreover, many school board-related problems include conflicts of interest over resources, nepotism, and misunderstandings concerning the appropriate role of school board members (Feuerstein 4).

There is also frequently a serious disconnect between the goals of school board members and the desires of community citizens as well as students' parents (Feuerstein 4). A potential solution to this type of conflict between school board members and the community is more active engagement. According to Howell, "[School] boards must find ways to invigorate and involve the broader public so that average citizens have cause to come to their defense. When citizens view state and federal infringements on school board prerogatives as infringements on their own ability to guide education policy, boards will have a considerably stronger basis on which to promote the benefits of local control" (27).

Works Cited

Anderson-Butcher, Dawn, and Deb Ashton. "Innovative Models of Collaboration to Serve Children, Youths, Families, and Communities." Children & Schools 26.1 (2004): 39–41.

Feuerstein, Abe. "School Board Ethics and Effectiveness." Planning and Changing 40.1/2 (2009): 3–4.

Gee, Kimberly. "Establishing a Constitutional Standard That Protects Public School Teacher Classroom Expression." Journal of Law and Education 38.3 (2009): 409–411.

Howell, William G. Besieged: School Boards and the Future of Education Politics. Harrisonburg, VA: The Brookings Institution, 2005.

Ouchi, William G. "Tilting the Balance: A Management Consultant's Prescription for Changing the Equilibrium between Central Office and Schools." School Administrator 61.7 (2004): 18–20.

Trumbull, Elise, Carrie Rothstein-Fisch, and Elvia Hernandez. "Parent Involvement in Schooling — According to Whose Values?" School Community Journal 13.2 (2003): 45–47.