Prácticas para el manejo de conflictos en Bachilleratos eficaces en México

Abstract

The aim of this article was to identify the conflict management practices in highly effective secondary schools in the State of Aguascalientes (México). From a selection of 20 effective schools, supervisors, principals, and campus deputy principals were interviewed. From the analysis of the information, we report on the practices used in these schools in conflict management: dialogue with those involved; establishment of alternative mechanisms for listening; application of school regulations; establishment of agreements and commitments; and staggered conflict management. The findings provide empirical evidence in a field of study that is still scarce in this education level.