As pressures intensify daily in Irish secondary schools, the need is more urgent than ever for alternative programmes of dispute resolution.  With the recent increase in subject inspections and whole school evaluation, teachers - who are already under pressure to adapt to new syllabi, larger classes, and increasing discipline problems - are more susceptible to interpersonal disputes. Some of these involve teacher/management issues and can manifest themselves as de-motivation, poor performance, or absenteeism.

For the smooth running of the school, management today needs to replace the existing structures of redress with more effective measures.  Existing structures serve to penalize the teacher by devoting attention to 'why' the relationship breakdown has occurred.  In essence, the search for the 'why' will actually highlight the points of the conflict rather than resolve the conflict. This in turn becomes the ground upon which the disputants come to take sides, make judgments, or ascribe blame. 

It is my contention that it is not searching for the 'why' of the breakdown in relations that will bring longer term benefits, but rather searching for a range of workplace solutions available to teachers.

The present procedure for redress is to review all complaints and grievances and conduct third party investigations, followed by disciplinary hearings or other management-led interventions. While it is understandable that management must be seen to thoroughly investigate a dispute, such interventions by their nature are highly adversarial and blame-based and certainly create 'winners and losers', as both sides will feel it necessary to build their case against the other. This, in turn, will discourage - rather than encourage - any kind of mutual understanding, which is the very fabric of successfully run organizations.

The best resolution is the one that will allow the teacher to restore his/her belief in teaching and at the same time allow the school to return to performing its duties. The lack of suitable redress for teachers in a school setting was highlighted by the recent court case involving a teacher's refusal to take a disruptive pupil into his class, and the resultant insinuation by that teacher that he was bullied by management.  Unfortunately, having lost the court case with costs, this teacher now finds himself in a 'no win’ situation. 

This will do little to encourage any kind of mutual understanding and is not a satisfactory resolution. Teachers in the workplace, by the very nature of the job, rely enormously on the assistance and goodwill of management to perform everyday tasks.

Breakdown in working relationships, especially in a teaching organization, must be dealt with efficiently and effectively.  Management must endeavour to strive to return to existing relationships as soon as the conflict manifests itself. Early identification and subsequent intervention with restorative practices are the most effective.

There must be a solution that is participant-generated, mutually agreed, and within which nobody is a 'loser'. We must remove 'investigatory guessing' which produces unhelpful judgments and ascribes blame. Interpersonal breakdowns must be resolved within the school structure and understanding and options for ways forward must be encouraged.

The alternative is a long drawn out, highly stressful formal action which will invariably result in negative attitude and decreased productivity.  Is that the way forward?

Greg McInerney has been teaching and coaching rugby for over 30 years in Newbridge College, Co Kildare.  During that time he has acquired "enormous tolerance" for conflict situations. He has recently completed a post graduate diploma in Conflict Resolution. 

Look out for more from Greg on Conflict Resolution in our next update in January 2010. Meanwhile, email your comments/queries on this topic to Greg at info@educationmatters.ie