The Relationship between Teacher-Student Conflict management Styles and Teacher Self-Efficacy

A review of the literature suggests that a high perception of self-efficacy is related to the use of conflict management styles that represent a high or intermediate level of concern for others. Thus, the present study intends to contribute to the knowledge about teacher-student conflict management styles and teacher self-efficacy. The influence of sociodemographic variables and length of service on teacher's self-efficacy was also analyzed. The sample consists of 278 Portuguese primary and secondary school teachers aged between 20 and 64 years, who answered a brief so- ciodemographic questionnaire, the Teacher-Student Conflict Management Scale and the Self-Efficacy Scale. The results suggest that teachers with higher scores in self-efficacy use more "integration", "domination", "submission" and "compromising" styles. We found that sociodemographic variables and length of service do not significantly influence teachers' self-efficacy. These results are the subject of reflection, and suggestions for future research and implications for teacher training are presented.