Understanding faculty-student conflict: Student perceptions of precipitating events and faculty responses

    Authors

    S. Tantleff-Dunn; M. E. Dunn;J. L. Gokee

    Comments

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    Abbreviated Journal Title

    Teach. Psychol.

    Keywords

    POWER; Education & Educational Research; Psychology, Multidisciplinary

    Abstract

    Handling conflicts with students is a part of most educators' academic lives. Surprisingly little research, however, has investigated student Perceptions of sources of conflict or instructor responses to disputes. To gain insight into faculty-student conflict, we administered a survey to 122 undergraduates. Students indicated that they frequently communicated with professors regarding conflicts and were usually dissatisfied with their instructors' responses. We evaluated sources of conflict, faculty responses, and students' preferred responses to provide instructors with detailed information on students' Perceptions. Potential benefits of understanding students' Perceptions and Preferences include improved course satisfaction and attitudes toward learning for students and maintenance of academic standards and heightened job satisfaction for faculty.

    Journal Title

    Teaching of Psychology

    Volume

    29

    Issue/Number

    3

    Publication Date

    1-1-2002

    Document Type

    Article

    Language

    English

    First Page

    197

    Last Page

    202

    WOS Identifier

    WOS:000176943500003

    ISSN

    0098-6283

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