The Influence of Teachers' Perceived Self-Efficacy and Role Impact on their Preferences in Adopting Strategies to Resolve Conflict Situations with Students.

Conflicts between teachers and students are common in schools. The purpose of the current study is to examine the influence of two dimensions of teacher empowerment - perceived self-efficacy and role impact - on their preferences in adopting strategies to solve conflict situations with students. Israeli high school teachers (N=624) responded to a close-ended questionnaire with scales which measured teachers' conflict-solving styles and perceived level of empowerment. Teachers' perceptions of self-efficacy predicted positively the use of the integrating, obliging, avoiding and compromising styles, whereas their perceptions of role impact in school predicted negatively the use of the same conflict-solving styles. Furthermore, teachers' perception of role impact positively predicted the use of the dominating style. The study's findings have implications for school principals and teachers regarding the importance of perceived self-efficacy and role impact in influencing teachers' choice of conflict-solving styles.