Author(s): Fatma ÇOBANOĞLU, Yusuf Mazlum YÜKSEL

In educational organizations formed by individuals with very different personality traits, how conflicts are managed is important for teachers' motivation and performance. Poorly managed conflicts will damage the organization and complicate the organization's process of achieving its purpose. School administrators, who should be in contact with more than one person, are the main responsible in this matter. The aim of this study is to determine which conflict management style administrators prefer and how the preferred style shapes teachers' motivation situations. The research pattern is mixed method. The quantitative sample of the study consists of 2096 teachers and 76 school administrators working at different education levels, while the qualitative sample consists of 84 teachers. The “Organizational Conflict Scale” developed by Rahim (1983) and adapted to Turkish by Gümü?eli (1994) and the “Teacher Motivation Open-Ended Questionnaire” developed by the researcher were used as data collection tools. Quantitative data were analyzed using nonparametric tests and qualitative data were analyzed using content analysis method. According to the results, , it was concluded that (1) according to the teachers the most preferred conflict management style of the administrators was "integrating (2) According to school administrators, the most preferred conflict management style was "compromising"; (3) the motivation levels of teachers differ according to the conflict management style preferred by their administrators; (4) teachers thought that if the “integrating” and “compromising” styles were preferred, they would affect their motivation level positively and when “dominating” and “avoiding” styles were preferred, it would affect their motivation level negatively


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