Abstract: The purpose of the present study was to investigate interpersonal conflicts in primary education school units. The re-search was conducted using a quantitative methodology with a convenience sample of 52 teachers employed in thePrefecture of Pella. Within the limitations of the specific sample, the findings indicated that there are no elevated levelsof interpersonal conflicts in the school units where the teachers in the sample are employed (mean range: 1.52-1.94),whereas teacher–student conflicts occur to a small to moderately high extent (mean=2.17). The main causes identifiedwere issues related to student discipline and penalties (M = 2.96, SD = 1.028), issues concerning penalties and punish-ments (M = 2.69, SD = 1.094), negative personal attitudes of certain colleagues (M = 2.56, SD = 1.145), and insistence onpersonal judgments / lack of tolerance (M = 2.52, SD = 1.229). Interpersonal conflicts were found to result in both negativeand positive consequences for the school unit. Finally, the most frequently reported conflict management strategieswere collaboration (M = 3.40, SD = 1.034), compromise (M = 3.17, SD = 0.901), and avoidance/suppression of conflict (M= 3.13, SD = 0.971).

SUBMITTED: February 2026, REVISION SUBMITTED: April 2026, ACCEPTED: May 2026, PUBLISHED ONLINE: June 2026