Assessing Anxiety and Conflict Tendencies Among Educators During Educational Reform Processes
DOI:
https://doi.org/10.59519/mper6113Keywords:
anxiety, conflicts, reform changes, educationAbstract
Reforms in the education system often cause changes that can lead to anxiety and stress among teachers and other relevant actors. This article focuses on determining the relationship between the degree of anxiety and conflict tendencies among educators, teachers and other employees in the education sector during reform processes in education. The research objective is to understand how anxiety and conflicts manifest and influence each other in the context of change and adaptation within educational institutions. In addition, this research aims to provide a deeper insight into the emotional and interpersonal challenges faced by professionals during the reforms. The methodology of information gathering is based on the creation of questionnaires for respondents which consisted of two parts, a standardized test for the assessment of anxiety in the workplace (APS), and the expression of the respondents’ attitudes on the impact of reform processes on the occurrence of conflicts. The results may provide an insight into the needs of adapting reform processes in order to reduce anxiety and conflicts and improvement in the quality of education. Ultimately, this study aims to contribute to the development of strategies that support educators during periods of significant institutional change.
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Copyright (c) 2026 Azra Maljanović Hrustemović, Ivana Hodžić (Author)
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