Textbook Chapter 5 Assignment
Case Study: Resolving Teacher Conflict
Bobbi Jeffrey
Liberty University
Case Study: Resolving Teacher Conflict
Summary
The case study in Chapter 5 of SuperVision and Instructional Leadership focuses on a conflict
between two teachers, Ms. Carter and Mr. Walker, whose interpersonal tensions have begun to
affect the professional culture in their school. Both teachers are experienced and skilled
educators, but their personalities and work styles differ significantly. Ms. Carter is highly
organized, structured, and prefers well-planned instruction aligned tightly with curriculum
guides. In contrast, Mr. Walker favors a more flexible, student-driven approach and often
deviates from pacing guides to allow students to explore topics in depth. Their philosophical
differences are not inherently problematic; however, conflict arose when collaboration became
strained.
The situation escalates when they are assigned to co-plan a grade-level interdisciplinary unit.
Ms.
Carter feels Mr. Walker is disorganized and does not respect deadlines. Mr. Walker believes Ms.
Carter is rigid and unwilling to consider student interests. As tension grows, the professional
atmosphere shifts from disagreement to resentment. This disagreement spills into
conversations with other staff members dividing the team and reducing morale. The principal
recognizes that if the situation continues unaddressed, it could harm not only collegiality but
also student learning outcomes.
This case reflects several themes found in Chapter 5 regarding teacher conflict and conflict
resolution. Glickman et al (2023) explain that conflict tin schools is inevitable, but the
supervisor’s role is to identify the nature of the conflict, determine its source, and intervene in a
way that promotes collaborative problem-solving rather than blame. The chapter stresses the
importance of supervisors diagnosing whether a conflict is rooted in professional differences,
interpersonal misunderstandings, or deeper systemic issues. In this case, the conflict arises
primarily from differing instructional beliefs and communication styles, not incompetence or
unwillingness to collaborate.
Solution and Rationale
To effectively address the conflict, the supervisor should meet with each teacher individually to
allow each to express their concerns openly. In the text, “Before intervening, supervisors must
fully understand the nature and source of the conflict” (Glickman et al., 2023, p.63). The
administrator should also meet with teachers collectively to create a structured conversation
where each can express concerns while also listening to the other’s perspectives. This step
aligns with Glickman et al.’s (2023) recommendation to begin by understanding each party’s
underlying values and motivations before attempting resolution.
After the individual conversations, the administrator should facilitate a joint meeting focused on
shared instructional goals rather than personal differences. Using a collaborative
problemsolving framework, the administrator can guide both teachers in identifying common
priorities, such as student engagement, curriculum alignment, and academic growth. From
here, they can design a co-planning structure that blends strengths from each teacher’s
instructional orientation. For example, they may agree on a pacing guide that maintains
structure but allows for optional enrichment activities, therefore supporting both organization
and creativity.
Establishing clear expectations for communication is essential. The supervisor might suggest
scheduled check-ins, shared planning documents, and rotation of leadership roles in co-
planning meetings to ensure balance. Throughout the proves, the supervisor should emphasize
professional respect and focus discussion on instructional practices, not personal traits.
Modeling constructive dialogue aligns with the leadership practice of fostering a collaborative
school culture. As the authors emphasize, “Follow-up and continued support essential; conflict
resolution is a process, not a one-time event” (Glickman et al., 2023, p.66).
Finally, the supervisor should monitor progress and provide support when needed. They should
not micromanage, but reinforce accountability and continued growth. This follow-through
reflects the chapter’s emphasis on sustained guidance rather than one-time interventions.
Conclusion
The conflict between Ms. Carter and Mr. Walker stems not from a professional incompetence
but from differing instructional beliefs and communication styles. By applying the
conflictresolution strategies outlined in Chapter 5, particularly diagnosing the conflict, fostering
open communication, and building a shared instructional purpose, the supervisor can transform
the conflict into an opportunity for reflective collaboration. In doing so, the leader not only
resolves the immediate issue but also strengthens the overall professional community.
References
Glickman, C. D., Gordon, S. P., Ross-Gordon, J., & Solis, R. (2023). SuperVision and instructional
leadership (11th ed.). Pearson Education.
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