To read this content please select one of the options below:

Unspoken teacher conflict: uncovering female novice teachers' conflict experiences in professional learning community

Yansi Hou (Institute of Curriculum and Instruction, East China Normal University, Shanghai, China)
Shuangye Chen (Institute of Curriculum and Instruction, East China Normal University, Shanghai, China)
Shulin Yu (Faculty of Education, University of Macau, Taipa, China)

Journal of Professional Capital and Community

ISSN: 2056-9548

Article publication date: 31 March 2023

Issue publication date: 19 May 2023

281

Abstract

Purpose

The professional development of novice teachers is receiving increased attention. Although conflict is regarded as an essential factor affecting the effectiveness of the school professional learning community, it is often hidden unspokenly. This study uncovers the conflict experiences of female novice teachers in an Asian cultural context and investigates how such experiences influence their professional development and emotions.

Design/methodology/approach

The case study approach was adopted. Four participants were selected according to specific criteria, and two rounds of semi-structured interviews were conducted in five years to identify the conflicting parties, conflict types, coping strategies and resulting impact.

Findings

Longitudinal qualitative data have revealed that female novice English language teaching (ELT) teachers mainly reported conflicts with their female colleagues. Goal, task and relationship conflict are the most common types of conflict encountered, while the strategies of avoiding, dominating and obliging are the most popular. This study also discusses the impacts of such conflict experiences.

Originality/value

This study identifies the influence of culture, particularly a culture of high power distance and an emphasis on “precious harmony”, on novice female teachers' conflict coping and offers insights into how conflict can be utilised to enhance novice teachers' professional development in the school professional learning community.

Keywords

Acknowledgements

The study is funded by the National Social Science Funding for Education in China (BFA210075).

Citation

Hou, Y., Chen, S. and Yu, S. (2023), "Unspoken teacher conflict: uncovering female novice teachers' conflict experiences in professional learning community", Journal of Professional Capital and Community, Vol. 8 No. 2, pp. 90-108. https://doi.org/10.1108/JPCC-03-2022-0020

Publisher

:

Emerald Publishing Limited

Copyright © 2023, Emerald Publishing Limited

Related articles