**2. The nature of the conflict**

All activities in educational institutions are aimed at cooperation and cooperation in a team. Bearing in mind that the concepts of developing these competences are based on the norms and principles of social life, the need to create a safe atmosphere based on mutual trust and a sense of interdependence, then it becomes important to recognize conflicts, their sources, their course and the effects that they may entail [11].

The concept of "conflict" is a complex term, which is reflected in various attempts to define the concept. Most of them treat a conflict as *a clash resulting from different attitudes, priorities, methods of proceeding in the face of the actual object or situation* [12] or *a dispute between two or more members or groups resulting from the necessity to share limited resources or work or taking a different position, different goals, values or perceptions* [13].

On the other hand, with regard to interpersonal relations, the conflict may appear as a declared *fight between at least two mutually dependent parties who perceive the incompatibility of goals, the lack of mutual benefits and recognize that the other party creates obstacles in achieving the goal* [14].

In the context of human resource management, conflict is perceived both as an impulse contributing to increased creativity and the cause of many *unfavorable phenomena* [15].

On the basis of the quoted, selected by the authors, definitions of the phenomenon, one can notice the characteristics of conflict situations, such as the presence of at least two mutually dependent parties, and its disclosure takes place when one of the parties notices that its goals, tasks and values are in opposition to the attitudes and behavior of the opposing party. Moreover, it is noticeable that actions are taken to hinder or block the achievement of the goals and tasks of the opposing party. In the nature of conflicts, it is important that they can arise for non-objective reasons and are accompanied by strong emotions [16].

In the context of our research on conflicts and the quality of teacher's work, important are the functions assigned to conflicts - positive (functional, constructive) and negative (dysfunctional, destructive) functions and their etiology.

The positive function of conflicts is reflected in favorable changes, resulting in increased initiative and creativity in the work of teachers, or changes and modifications within the entire organizational structure.

#### *Conflict and the Quality of Teachers' Work DOI: http://dx.doi.org/10.5772/intechopen.111741*

Then, the negative function of conflict situations ultimately leads to a reduction in the effectiveness of the professional work of individual teachers, has a demotivating effect on undertaking innovative activities and, consequently, reduces the quality of work of the entire educational institution.

The etiology of conflicts is conditioned by various factors related to the nature of a man and the place where he performs his professional functions (Więcek-Janka, 2006, p. 116). Ross A. Webber expressed the view that the determinants of conflicts are three factors: incompatibility of goals, community of resources and interdependence of actions [17]. One of the best-known classifications of the sources of conflicts (and at the same time the typology of conflicts) is Christopher Moore's conflict wheel. He divided the sources (and types of conflicts) into the following conflict: data, relations, values, structural and interests. Of these five, the conflict of values is considered to be the most serious, as it arises as a result of world views, hierarchy of values, values of one's "self" (identity), as well as habits and conventions.
