Content Analysis of early Childhood Teachers’ Organizational Conflict Factors and Experiences

The purpose of this study is to explore the factors contributing to organizational conflict and analyze the meaning of organizational conflict as perceived by early childhood teachers working in early childhood education institutions. A review of the literature revealed that research on organizational conflict has extensively examined factors such as communication, job satisfaction, resilience, burnout, organizational climate, organizational culture, and organizational effectiveness. Additionally, the factors contributing to organizational conflict were categorized into individual and group dimensions, resulting in eight conflict factors: communication, job satisfaction, burnout, resilience, organizational culture, organizational climate, organizational effectiveness, and social support. An analysis of the meanings derived from experiences of conflict in organizations, collected through open-ended surveys based on the classified categories, revealed that teachers experience conflict due to challenges in communication, relationships, expression, methods, goals, and adaptation. Despite these various organizational conflicts, the majority of teachers working in early childhood education institutions expressed high job satisfaction derived from the growth of young children and the gratitude expressed by children and their parents. Furthermore, factors such as the principal's interest in teachers, leadership, competence, and the qualifications or roles of the institution's director significantly influenced teachers' job satisfaction and sometimes served as determinants in decisions to leave their positions.