The Regulation of Conflicts between Teachers and Students in College: An Analysis of the Role of School Principals
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Conflict regulation, school principals, teachers, students, disciplinary practices, mediation, regulatory framework, college education
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Abstract
This research article explores the complex relationship between teachers, students, and school principals in college settings, highlighting the challenges of regulating conflicts and the crucial role of school principals in resolving these issues. Through a survey of 668 college students, the study reveals the persistence of illegitimate disciplinary practices and the dependence on conflicts between teachers and school principals. The article emphasizes the need for cooperation and adaptation to the changing regulatory framework, as well as the importance of mediation and attentive listening in managing disorders in college.
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[...] Disorders that are too often and too arbitrarily sanctioned In disciplinary matters, the regulatory framework is set by the regulatory power of the Minister of National Education. Until 2011, at the time of the three field surveys, disciplinary matters were under the regime of Ministerial Decree 2000-633 of July 2000 on disciplinary procedures and implementing circular 2000-105. These regulatory standards provided for several developments compared to the standards previously in force and notably allowed the application of the greatest General Principles of Law (or GPD) in schools. [...]
[...] This method appears as a particularly promising method of regulating classroom disorder. However, several conditions are necessary for good regulation. First, this must be accepted by the student as well as by the teacher for whom mediation must become a reflex that replaces the abusive sanctions mentioned earlier. It is up to the CPEs to take into account the school environment as well as the personal environment of the student, to put aside the power relationship and to be as neutral as possible to objectify the facts. [...]
[...] The difficult regulation of conflicts between teachers and students in college despite the evolution of the regulatory framework A. Of sanctions mainly related to pedagogical requirements « The 'Students' Survey' was conducted among 668 college students in 5th grade classes5th and 35th in 5 different colleges with different social profiles, despite a preponderance of "difficult" colleges due to the central place occupied by disciplinary issues. This makes it possible to highlight the reasons for sanctions most commonly imposed by teachers on their students. [...]
[...] They then consider that the parents are already aware of the situation, their teaching responsibility is not at stake, while the parents' educational competence is. Teachers actually expect parents to serve as a relay for the educational message of the teachers. However, it must be noted, according to research in educational science, that parental punishments have only weak educational effects at school. The writing of notes on correspondence notebooks and class exclusions are also sanctions that allow warning the school education advisors and making them bear a form of responsibility. [...]
[...] However, the results of the surveys show a total of 689 exclusions from class over 3 months for 2474 students." Although corporal punishment in schools has been banned in France since the French Revolution, some teachers continue to use physical force to assert themselves. However, while some may occasionally resort to force, corporal punishments are rare. These are more reactions under the influence of anger and corporal punishments remain exceptional. Certain humiliating sanctions and normally banned since 1890, such as 'copy lines', remain very widely used by teachers. Thus, nearly a third of students have had copy lines according to the results of 'the student survey'. [...]
