Articles · Vol. 2 No. 9 (2026)

STRUCTURAL AND DYNAMIC CHARACTERISTICS OF PEDAGOGICAL CONFLICT: A THEORETICAL ANALYSIS AND CLASSIFICATION

Authors

  • Arofat SALIMOVA Uzbekistan National Pedagogical University named after Nizami Independent Researcher

Keywords

pedagogical conflict, structural components, conflict dynamics, conflict typology, constructive resolution, conflict competence, teacher–student relations, educational psychology.

Abstract

his article presents a theoretical analysis and systematic classification of the structural and dynamic characteristics of pedagogical conflict. The structural components of conflict–subject, object, matter, conditions, and consequences–are delineated alongside its dynamic stages: pre-conflict tension, incident, escalation, resolution, and post-conflict period. A typological classification of conflicts within the pedagogical relationship system (teacher–student, teacher–parent, teacher–administration, and inter-student) is developed, with each type characterized according to its distinctive features, typical causes, and recommended resolution approaches. The functional and dysfunctional effects of pedagogical conflict are examined, and constructive resolution strategies– including Thomas’s five conflict handling modes and peer mediation–are evaluated for their applicability in educational settings. The analysis demonstrates that the outcome of pedagogical conflict is determined less by its inherent nature than by the teacher’s competence in managing it, and that systematic understanding of conflict structure and dynamics is essential for effective pedagogical intervention. The findings conclude with theoretical and practical recommendations for pedagogical conflict management in contemporary educational institutions.

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