Stress and Conflict Resolution Study

This meeting could also be used to determine the stress levels of both groups of teachers. If the conflict has been firing on for some time, it would be good for the track to impart some in-service stress reduction learn for both groups of teachers. In this regard, Dunham and Varma (2005) report that stress reduction training plunder do much to help teachers in conflict situations. Such training enables them to not only manage their stress levels but to arise stress down to a point where teachers can happen new options and try them. Thus, it makes them more productive and more apt(predicate) to make effective changes.

Once the principal has determined the competencies undeniable by prescribed education teachers and special education teachers, a determination has to be made as to what training habitue teachers might require. This training will help veritable(a) teachers do the tasks that special education teachers fe

Bradley, J. F., & Monda-Amaya, L. E. (2005). difference resolution: Preparing preservice special educators to work in collaborative settings. teacher Education and Special Education, 28(3), 171-184.

In addition, Burns (2007) notes that regular teachers can effectively implement cellular inclusion policies only to the extent that the course of instruction is flexible and the numbers of students in the class are manageable. Thus, the principal must also examine that these criteria are met in regular education classroom as well as ensure that teachers have the human and material support needed for the inclusion tasks.

el that they must do in order to deliver the goods students with needed support. Proper support and training is mandatory if regular teachers are to competently implement inclusion policies (Burns, 2007).

Dunham, J., & Varma, V. (2005). Stress in teachers: Past, present and future. New York: Wiley.

Burns, E.
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