Student–Teacher Conflicts: Causes, Timing, And Educational Impact
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E5/2026-05Keywords:
Conflict in education, Learning outcomes, Motivation, Conflict timing, Conflict nature, Conflict frequency, Teacher–student relationships.Abstract
This study aimed to explore the impact of conflict characteristics on educational outcomes, focusing on how conflict frequency, conflict nature, and conflict timing influence learning, motivation, teaching effectiveness, and relationships. The objective was to understand how conflicts in school settings shape the educational experience. The sample consisted of 120 participants, with 45.83% female and 54.17% male, and a majority of students (93.33%) compared to teachers/admin (6.67%). Descriptive analysis showed that conflicts occurred most frequently during middle and high school, a period linked to adolescence, when emotional development and sensitivity to fairness often make conflicts more intense. Regression results indicated that conflict frequency significantly reduced learning outcomes, while conflicts during secondary school and bachelor studies strongly affected student motivation. Unfair treatment emerged as a key factor influencing negative relationship outcomes. No significant predictors were found for teaching outcomes, likely influenced by the small number of teacher participants. The study highlights the importance of addressing conflict characteristics and timing in educational settings to foster a more supportive learning environment.
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Copyright (c) 2026 Uwimbabazi Deborah (Author)
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