SOCIAL AND PSYCHOLOGICAL DIMENSIONS OF INTERPERSONAL CONFLICTS AND DYSFUNCTIONAL PSYCHOLOGICAL ENVIRONMENTS IN EDUCATIONAL INSTITUTIONS

Abstract

Introduction: Modern educational institutions are not only places for knowledge transmission but also complex social systems where various social groups, interpersonal relationships, and psychological processes intersect. Interactions among teachers, students (or pupils), administration, and parents have a direct impact on the quality of education. Disruptions in these relationships can lead to conflicts and the emergence of an unhealthy psychological climate.

Conflicts arising in educational institutions are often associated with communication breakdowns, role and status mismatches, feelings of injustice, stress, competition, and emotional strain. When such conditions persist over time, they may result in distrust, indifference, aggression, and a decline in psychological safety within the collective.

The main objective of this study is to identify the socio-psychological factors underlying interpersonal conflicts and unhealthy psychological climates in educational institutions, as well as to analyze their impact on the educational process.

Methods: In the course of the study, a number of theoretical and empirical methods based on a socio-psychological approach were employed .

In particular:

• Method of scientific literature analysis— domestic and foreign sources related to the psychology of conflicts, educational psychology, and issues of the social environment were examined.
• Questionnaire method— applied to identify interpersonal relationships, stress levels, and attitudes toward conflicts among teachers and students (pupils).
• Observation method— used to assess real communication processes and the state of the collective environment in educational institutions.
• Methods of comparison and generalization— employed to systematize the obtained results and draw conclusions.

Results: The research findings indicate that conflicts and unhealthy psychological climates in educational institutions are associated with the following key socio-psychological factors:

• Low level of communication culture
  It was identified that one-sided, authoritarian, command-based communication between teachers and students (pupils) is one of the main sources of conflicts.
• Stress and emotional strain
  Excessive academic workload, a perceived sense of unfairness in the assessment system, and time pressure increase psychological stress among participants.
• Role and status mismatch
  Excessive authoritarianism on the part of teachers or, conversely, insufficient level of demands leads to disorder and conflicts within the collective.
• Lack of social support
  The weakness of psychological services and counseling mechanisms contributes to the deepening of an unhealthy psychological climate.

According to the results, an unhealthy psychological climate leads to a decline in learners’ motivation, a decrease in academic performance, and professional burnout among educators. 

Discussion: The obtained results indicate that conflicts in educational institutions are not merely individual problems but rather systemic socio-psychological phenomena. Attempts to eliminate conflicts through denial or punishment often lead to their persistence in latent forms.

Therefore, the constructive management of conflicts, the development of communication culture, and the creation of a psychologically safe environment are of crucial importance. The implementation of regular psychological trainings, mediation practices, and open communication platforms in educational institutions may yield positive outcomes.

In addition, enhancing educators’ emotional competence and developing students’ (pupils’) social adaptation skills are key factors in preventing the formation of an unhealthy psychological climate.