Teacher performance is one of the essential aspects that determine the success of students in academics. In situations where an educator records a continuous decline in students' academic performance, there may be an occurrence of conflict among education stakeholder such as parents, students, teachers and the board. For example, poor performance by teachers reflects through the poor scores by students thus leading to parent complains about the competence of a teacher. Such activities may create disputes involving the teacher, parents, and the school board. Schools should therefore implement a conflict management strategies determined to avoid the severe consequences of the disputes. Labor unions such as the union of teachers can represent the employees in performance evaluation meetings likely to lead to punishments. The case of the poor performance by the teacher is subject to conflict resolution practice.
Solving the problem requires a meeting with the objective of identifying the source of conflict. The annual evaluation program revealed that the teacher has always been late for school leading to poor performance in academics. Consequently, parents have noticed the trends in the teacher's school attendance and the poor performance of students. This definition of the issue creates a clue regarding the origin of the conflict. However, there should be a meeting with the teacher to understand the factors underlying the changes in the behavior. This first meeting will be accompanied by a series of questions designed to help the teacher understand the causes of lateness to school and decline in performance for students. According to Wong (2019), successful conflict resolution requires the supervisors to listen to both parties. The current information on poor performance and reluctance in attending schools presents the arguments of the faculty. However, there is an absence of ideas from the teacher that need to be explored before deciding on the outcomes of the negotiation process.
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The conflict resolution processes also need to be viewed beyond the observable incidence. There is a need for excluding a decline in academic performance and lateness in school as the fundamental reasons for the meeting. This information indicates that there is a need for focusing on other factors likely to contribute to the issue. This strategy ensures that all external factors contributing to the problem are addressed. At this stage, a list of probing questions such as what happened to increase the rate of school lateness should be applied. Through this approach, the teacher will be provoked to give views and her perceptions that need to be involved in addressing the issue. Attitudes become an essential aspect for the meeting because it assists in creating the truth of the incidence. Educators and parents usually bring different perceptions and beliefs that are likely to worsen the situation (Bernaschina et al., 2019). Moreover, it is essential to listen to complains of each party, thus bringing the victims into a negotiation table. The information reveals that the teacher is interested in ensuring that the union acts on her behalf in the performance evaluation meeting.
The objective of a performance improvement plan is to ensure that there is an improvement in the teacher's attendance school, thus enhancing academic performance. As a result, there is a need for welcoming possible solutions from the parties capable of addressing the challenge. At this point, the meeting will aim at reaching a collaborative agreement. The teacher will have identified her grievances, thus creating a chance for welcoming ideas for solving the identified challenges. Since the discussion will be focusing on reaching a collaborator solution between the teacher, students, and the school governance, there will be a lengthy meeting to present ideas and solutions for addressing the issue (Fidan & Öztürk, 2015). For example, a successful meeting would require the implementation of a series of three to four sessions to explore the challenges and result in an agreement of the solution. This period is adequate for ensuring that parents, teachers, and students understand the source of the problem and possible solutions.
The resolution process will ensure that there is implementation of a training program that encourages the teacher to feel motivated and boost the knowledge required in teaching the students. Parents complain that the teacher spends most of the class time lecturing, thus exposing students to boredom. This problem can be addressed by exposing the teacher to different training programs as well as performance assessment. The outcomes of the training program depend on the willingness of the teacher to participate in the process (Farooqi et al., 2016). This information indicates that there will be continuous assessment programs to determine if there is a change in behavior and attitudes towards teaching.
If the program fails to produce positive results, there will be an implementation of actions such as fines and punishment for continuous involvement in poor academic performance. The objective of the conflict resolution is to ensure both parties feel satisfied with the actions resulting from the agreement. However, a lack of improvement on the issue indicates that the victims are subject to severe measures by the authority. For instance, continuous poor performance for teachers may result in the firing of the educator. However, this is the first evaluation performance, where the teacher fails to meet the expected requirements. If she fails to record an improvement, she has an alternative for exposed to a second test. If she fails in both tests, she will be subject to punishment. The education board for teacher performance appraisal requires a teacher failing in two experiments to receive an overall score of the test (Farooqi et al., 2016). In effect, the teacher will be fired for a lack of consistency in improving behavior performance. Consequently, it becomes beneficial to terminate the educator program under such circumstances.
The teacher requests for the presence of Union representation in situations where the educator is called for an evaluation meeting. However, there will be consideration of various steps before allowing the labor union to be present at the meeting. The first consideration would be the intention of the meeting. According to Fidan & Öztürk (2015), labor unions can allow labor unions in employee-employer meetings that are likely to contribute to disciplinary actions or in support of a disciplinary decision that has already been made. This information indicates that the teachers union will only be allowed to attend the meeting if the meeting intends to offer disciplinary actions. The second step will be evaluating if the consequences of poor performance are already predetermined. If the meeting will be made to inform the teacher about a decision that has already been made, there is no need for allowing the union to be present. Alternatively, a conference designed to provide training and improvement of skills to the teacher will not allow a labor union to be present. The steps will be in a position to assist in avoiding any form of decision that could lead to violation of the rules governing employer, employee, and labor unions.
In conclusion, conflict resolution, especially in the school, is procedural to ensure that involved parties reach in an agreement. The process begins with the identification of the source of conflict before seeking inputs from interested parties. Successful conflict resolution process should start by understanding the cause of the problem and treating the issue as different from the individual. This strategy helps in avoiding sources of anger that can contribute to high levels of disagreements. In some cases, labor unions such as teacher unions must represent teachers in meetings that are likely to result in disciplinary actions.
References
Bernaschina, C., Falzone, E., Fraternali, P., & Gonzalez, S. L. H. (2019). The Virtual Developer: Integrating Code Generation and Manual Development with Conflict Resolution. ACM Transactions on Software Engineering and Methodology (TOSEM), 28(4), 20.
Farooqi, M. T. K., Arshad, F., Khan, H. M. A., & Ghaffar, A. (2016). Interplay of Conflict Management Styles with Teachers’ Performance. International Journal of AYER, 1(2), 305-320.
Fidan, T., & Öztürk, İ. (2015). Perspectives and expectations of union member and non-union member teachers on teacher unions. Journal of Educational Sciences Research, 5(2), 191-220.
Wong, S. L. (2019). Conflict Resolution: How to Successfully Manage Conflict. In Leadership in Surgery (pp. 107-118). Springer, Cham.
