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. 2022 Mar 16;13:818431. doi: 10.3389/fpsyg.2022.818431

TABLE 1.

Topics, categories, and indicators that guided the summative case analysis.

Topics Categories Indicators
Emotional experience during the conflict Teacher emotions Positive emotions (e.g., happiness, enthusiasm, interest……) Positive arousal emotions (e.g., enjoyment, pride) Negative emotions (e.g., disappointment, frustration, guilt) Negative arousal emotions (e.g., anger, anxiety) Deactivation emotions (e.g., boredom, sadness, despair)
Attitudes Open, flexible, empathetic (i.e., leaner-centered classrooms). Closed, rigid attitudes centered on self-interest (i.e., academically focused classrooms)
Behavior in the face of conflict (Coping strategy) Active orientation Domination Use of position of power, verbal domination, perseverance; making confrontational statements (e.g., overt rejection; involves the administration, aggressive questions, humiliates, …)
Collaboration Open communication to explore the disagreement, identify underlying concerns and look for alternatives to satisfy each party’s interests (e.g., clarifies the situations by listening to a student, asking additional questions…).
Compromise Reasoning and discussing issues and problems with the student and/or the whole class in order to explore new possible solutions and ways to deal with the perceived relational difficulties (e.g., tell a student that you will talk to him after class …).
Passive Orientation Avoidance Denying the existence of conflict, avoiding it or avoiding certain issues; making non-committal and/or irrelevant statements, etc. (e.g., make a joke, take no comment, do not speak on the subject …).
Obliging Acting kindly or altruistically, meeting the other person’s demands despite preferring not to do it (e.g., apologies, make a compromise, propose compensation…)