Validación del instrumento Escala de solución del conflicto en población docente de un centro temático de la Universidad de Guadalajara

In the 21st century society


Introduction
The topic of social conflict has been the subject of extensive study from the perspective of social sciences.However, most of these investigations have been developed in contemporary times, particularly in the field of Western sociology, hence it is the area where there has been a discussion between the theoretical postulates of conflict and consensus (Bernard, 1983 ), which were especially relevant in the studies of the sixties of the 20th century.
Conflict theory is based on the principle that societies are not in a state of static or total harmony, since within them there are contradictions and conflicting individual and collective interests, which leads to the appearance of confrontations.Conflict theorists recognize the historical dominance of certain social groups over others, which bases the social order on the control exercised by dominant groups, whether through the use of force or through other more subtle strategies.This theory maintains that social change occurs chaotically as subordinate groups seek to reverse their situation and find in conflict an essential element to modify their social status.Therefore, the conflict is considered to encompass social, political and anthropological aspects, and manifests itself around values or aspirations for power and control over scarce resources.This means that relationships within a society do not remain static, which can lead to changes or modifications in the system.
Conflict theory emphasizes the need to examine in detail the development of differences, disagreements and hostilities that arise in society, as well as the disorder generated among its members due to these conflicts.It is also crucial to identify the means used to control the conflict, through which those individuals who hold power in the economic, political and social spheres can maintain or increase their control over groups with less power (Mercado and González, 2008).Coser et al . (1961) are recognized as representatives of progressive functionalist conflict theories, while Karl Marx and Frederick Engels maintain that conflict is an inherent reality of the social system and that it is possible to modify it.Likewise, contemporary theorists such as Collins, Fromm, McNeil and Balandier focus their attention on understanding and deepening conflict as a variable that drives social transformation.
During the sixties and seventies of the last century, conflict theory focused on emerging social movements, which gave rise to a specific area of study for new proposals on society and conflict.This has allowed positions to emerge that examine the conflict not only from a structural perspective, but also from microprocesses that manifest themselves in personal and group interactions, in individual feelings, in revolutionary processes and in negotiation strategies.
Theories that address consensus maintain that different social groups generally operate as complex biological entities, where there are innumerable components, each one differentiated from the other, that contribute to the permanence of said entity in a holistic manner.
When a phenomenon interferes with the expected functioning of the system or threatens to unbalance or destroy it, the component elements act to guarantee its continuity and bring it to a state of balance.From this perspective, social conflicts are considered abnormal conditions, the result of a change in the daily life of a social group, and must be corrected to prevent them from altering the integral functioning of the system.Consensual theorists start from the premise that social groups function as a unit, since the social goal is based on a series of values and objectives common to the members of the social group.In consensus theory, the structural functionalist current is the most representative, where three types can be identified: two based on individualistic and interpersonal anthropology, and a third, properly sociological, called social .Individualistic functionalism, whose main exponent is Malinowski et al . (1982), examines how the satisfaction of individual and organizational needs arises as pragmatic responses to these needs, while Radcliffe-Brown (1949) is representative of the current of interpersonal functionalism, which studies the mechanisms used to address situations of tension in social interaction.
With contributions from Augustus Comte, Emily Durkheim and Herbert Spencer, social functionalism establishes its conceptual theoretical foundation.Currently, the main exponents are Merton, Parsons, Davis and Moore, who focus on analyzing social macrostructures, the relationships between them and their constructive impact on various social elements.
In social functionalism, society is conceived as a comprehensive structure in which each institution is created to satisfy social needs.This implies that the system is understood with clear, pragmatic and utilitarian goals focused on aspects such as adaptation to the environment, achievement of goals to achieve integration and cohesion.
Social functions cause a series of institutions that range from the most particular (such as the family) to the most complex (such as the State).These functions establish competencies at a personal and group level, and based on this structure, functioning in unity with the social system is established, where there is a tendency towards the general adoption of positions in favor of agreements.Therefore, conflict is understood as an element contrary to the achievement of the community's objectives or as a threat to it (Lorenzo, 1995).Munduate and Martínez (2004) point out that conflictive relationships occur in the workplace and the way they are addressed is a psychosocial stressor that impacts the level of quality of work life and the productivity of organizations.In this sense, conflicts in organizations are inevitable, which is why Turner and Pratkanis (1994) consider them a basic element in the process of production and renewal of organizational knowledge, which gives way to group thinking.Mañas and Díaz-Fúnez (2009) suggest that discrepancies in labor aspects are the basis for creating knowledge opportunities.The dynamics of interaction between the members of an organization, whether with peer colleagues, internal superiors, or with external clients and suppliers, generates processes that can lead to conflictive relationships (Benítez et al ., 2008).
In this context, teamwork is essential in any organization and is considered one of the elements that most contribute to achieving high levels of productivity compared to individual performance (West, 2001).For his part, Casado (2017) explains that the conflicts that arise in the context of teamwork are not limited only to personal issues or disagreements about specific work activities, since-after reviewing several studies-he found that both the conflict derived from Work tasks such as personal conflict have negative effects on the functioning of work groups.In other words, conflicts caused by personal issues affect the good performance of the group and, therefore, the well-being of other elements of the organization.However, if conflict arises during work activities, it is associated with better group functioning.
From the above, personal conflict is identified, also known as affective or relational , which arises from disagreements and incompatibilities between individuals who are part of a group due to personal problems that are not necessarily related to work activity ( Jehn , nineteen ninety five).Jehn (1997) indicates that relational conflict is related to the presence of rumors, preferences, social situations, political positions, etc.In this sense, the existence of interpersonal problems within a group generates negative emotional responses such as anxiety, fear, irritability, suspicion and resentment.Based on this, Murnighan and Conlon (1991) state that people who perceive rejection from other group members may experience frustration, restlessness and tension.
The negative consequences associated with relational conflict include a deterioration in the quality of work life and even the desire to withdraw from the organization (Medina et al ., 2004).For example, in work groups, relational conflicts worsen the work environment, psychological well-being and can cause episodes of work stress (Olson-Buchanan and Boswell , 2001).According to Friedman et al . (2000), the effects caused by a relational conflict can last over time, and medium and long-term consequences can be expected.Jehn and Mannix (2001) mention that if there are no changes in the level of relational conflict, longer-term effects may arise, resulting in a decrease in the quality of interpersonal interaction and the consequent loss of personal and work well-being.Several authors have related this to burnout syndrome , or emotional exhaustion syndrome in the organizational setting, where people experience lack of personal fulfillment and depersonalization in the workplace.
In this regard, Friedman et al . (2000) state that in organizations where relational conflict is present, an increase in staff work stress is observed.In fact, several studies have found that the continued presence of conflictive work relationships between members of a group can lead people in the organization to develop burnout syndrome .
On the other hand, the conflict derived from work activities, according to Jehn and Chatman (2000), generates discussions and reflections that become spaces to share different ideas and show different perspectives.Conflict in work activities is generally considered to be a beneficial process for achieving group efficiency and promoting members' personal well-being.This type of conflict has positive effects on achieving both individual and group goals, as well as organizational success.In this regard, research has shown that conflict arising from work activities leads to higher quality and innovative decision making, promotes constructive debate and contributes to a more accurate evaluation, which facilitates the effective use of resources and improves quality of services provided.Furthermore, members of work groups show greater commitment in decision-making and greater identification with the group.
On the other hand, De Dreu and Weingart (2003) maintain that conflict arising from work activities has a negative impact on task execution and job satisfaction.In other words, groups that experience constant conflict when working tend to lack consensus, which makes it difficult for them to meet their goals because people focus so much on generating alternatives that they forget the need to choose and implement an action.Ross (1989) found that the usual reaction of individuals to a disagreement or questioning is to experience frustration and dissatisfaction, which negatively affects job satisfaction, increases anxiety, and generates a desire to leave the group.Janssen et al . (2004), in their study on the efficiency of work teams, developed two explanatory models based on the input-process-output model , where conflict is considered to be a process that involves stages of a motivational and affective nature that influence the performance and results obtained by the work team.These models identify that the way in which work teams are formed is fundamental for their efficiency, since situational and organizational factors comprehensively influence the structure of the team and, therefore, affect the variables that compose it.
The current situation of conflict in the academic field highlights the importance of recognizing that the main objective of education is not only to train competent individuals in their productive tasks, but also to promote solidarity among their peers.Therefore, higher education institutions must maintain their focus on building ethical people in both their personal and professional development, since in today's society people are required to possess a variety of knowledge and skills to facilitate the understanding of social discrepancies and establish channels that allow reflection and the search for creative agreements to address differences.
Educational institutions are the origin of various problems that arise in society, where coexistence practices are learned and recreated, as well as ways of being and acting that influence the way of thinking and perceiving the world.Therefore, it is important to recognize that conflicts play a significant role in the academic field.
The conflicts that emerge in educational institutions and require negotiation and mediation are based on different individual interests within a given situation.Conflicts of interest arise when the actions of a person seeking to maximize his or her benefit interfere with, block, or prevent another person from satisfying his or her desires and benefits ( Deutsch , 1973).
Currently, the study of teachers, their behaviors, qualities, personality, functions and other attributes are topics of interest and continued relevance, since researchers in the educational field focus on pedagogical interest to explore the various perspectives of the exercise.teacher in the classroom.
In this scenario, communication between teachers and students is essential when a problem arises or it is necessary to exchange information about conceptions of reality, as well as when seeking to share personal experiences.In this sense, students can perceive nonverbal communication and respond spontaneously.In fact, sometimes they can respond with aggression, cynicism, ridicule, etc., when the teacher tries to engage in some type of interaction.Often, the teacher does not even understand the reason for this aggressiveness, but responds immediately to it.
Due to all of the above, the teacher's authority and leadership role are perceived as increasingly deteriorated, since any personal judgment could be considered aggression.On many occasions, the teacher faces difficulties in addressing the students without being interpreted as an attack, which weakens their authority, which serves as support to formulate the following question: to what extent do teachers perceive the conflicts present in education?university in the current scenario?

Methodology
This research was developed using a quantitative approach, with a cross-sectional study design and a descriptive and correlational scope (Hernández Sampieri et al ., 2010).To do this, the variable under study was not manipulated, since its description and characterization was simply carried out.
The population under study was made up of the teaching staff of the University Center of Art, Architecture and Design (CUAAD) of the University of Guadalajara.Questionnaires were administered to managers and teachers of the entire academic offering of said center, after obtaining consent (see Annex 1).This study is framed within a cross-sectional design, since it is an observational research that analyzes data on variables collected in a specific period on a predefined population and sample.
To collect data, the "Conflict Resolution Scale" instrument (Annex 2) was used, adapted from two questionnaires previously used by Rojo (2019).The survey applied consisted of a closed-ended questionnaire structured with a Likert-type scale, which included a total of 50 items or reagents.Each item presented five response options, where the value one represented "it is rarely or never my case", the value two corresponded to "it is rarely my case", the value three corresponded to "sometimes it is my case", the value four to "many times this is my case", and the value five to "very often this is my case".
The questionnaire used to collect data related to the study of conflicts in the classroom, their causes and coping styles is divided into three sections: perception of conflict, causes of conflict and conflict resolution scale.In addition, the first section included questions aimed at collecting data on personal and professional variables.
Data collection was carried out in person using printed questionnaires, for which support was requested from the department heads to contact the teaching staff assigned to their respective departments and apply the questionnaire to them.The offices of the different managers and the signature booth of the university center were also physically located for this purpose.
The data collection period was carried out during the month of April 2022, that is, before the end of the semester, in order not to interfere with the teaching staff's schedules.
The information was collected in person and then proceeded to the construction of a database.This database was analyzed statistically to interpret the results and perform the corresponding analysis.
The sample size was determined using the statistical formula with a 95% confidence level and an 8% margin of error, resulting in a target sample of 119 observations.Once this sample size was established, the data was collected and a total of 119 questionnaires were applied.
However, when building the database, it was detected that two questionnaires did not meet the necessary criteria to be considered valid, since they had not been completed correctly.Therefore, it was decided not to include them in the analysis, resulting in a final database consisting of 117 valid questionnaires.

Analysis
First, a descriptive analysis was carried out using the SPSS 26 statistical program to examine the socioeconomic variables and understand the composition of the sample.It was observed that 48.7% of the questionnaires were answered by women, while 51.3% corresponded to men.Regarding the age of the teachers surveyed, a greater frequency was found in the age range between 36 and 45 years (30.8%),followed by the range between 46 and 55 years (28.2%).
Regarding marital status, a higher frequency was recorded in married marital status (57.3%).Regarding the workload, most teachers have a workload of between 10 to 20 hours per week, followed by the range of 31 to 40 hours.Regarding education, almost 50% of the teaching staff have a master's degree.
In the analysis of arithmetic means, it was found that the perception of conflict in the analyzed population has a mean of 2.82, while in the causes of conflict scale the mean was 2.68 and in the conflict solution scale the mean was 2.88.73.34% of the sample mentioned perceiving conflict situations in the performance of their work duties, which was perceived with a higher percentage by women (52.22%).
Once the descriptive analysis was completed, a statistical analysis was performed.
For this, 108 questionnaires were taken from the initial sample of 117, although 9 were excluded according to the test (table 1).Once the statistical reliability tests were completed for both the questionnaire as a whole and for each of its component parts, an exploratory factor analysis was carried out.
Because the first part, "Perception of conflict", did not show optimal statistical reliability, it was discarded for carrying out the factor analysis.

Cronbach's alpha
Cronbach's alpha based on standardized items # of elements .

.736 35
Olkin (KMO) sampling adequacy test was applied , which yielded a value of 0.802, which indicates an appropriate measure to perform the exploratory factor analysis.
Furthermore, Bartlett's test of sphericity was significant at levels greater than 99% for both sections (Table 6).Extraction method: principal component analysis.

Source: self made
Once the exploratory factor analysis was completed, two components were identified.

Source: self made
Once the sampling adequacy analysis (KMO) for the "Causes of conflict" scale was completed, the exploratory factor analysis was carried out.The KMO returned a value of 0.725, which indicates an appropriate measure to perform the factor analysis.Furthermore, Bartlett's test of sphericity was significant at levels greater than 99% for both sections (Table 9).In carrying out the exploratory factor analysis for the "Conflict Resolution" scale, the following values were obtained for the total variance explained: the first component accumulates 22.98% of the 100% of the scale dimension, while the second accumulates the 11.27%.In addition, other components were found with the following variances: 5.89%, 5.42%, 4.83%, 4.47%, 3.99%, 3.68%, and 3.10%.Together, these add up to 65.67% (table 10).Extraction method: principal component analysis.

Source: self made
Once the exploratory factor analysis was carried out, nine components were extracted.
The fourth by SC34, the fifth by SC23, SC25 and SC43, the sixth by SC49, and the ninth by SC29 (table 11).

Source: self made
As can be seen in the factor analysis carried out for each of the parts of the "Conflict Resolution Scale" questionnaire, a reduction in the number of components is observed after the exploratory factor analysis.For the "Causes of the conflict" part, which consists of nine items, it was reduced to two components, while for the "Conflict resolution" part, which consists of 35 items, nine components were obtained.

Factor analysis for the conflict resolution scale instrument
To evaluate the relevance of conducting an exploratory factor analysis to the "Conflict Resolution Scale" instrument as a whole, the sampling adequacy test (KMO) was carried out, which yielded a value of 0.673.This result indicates that it is appropriate to perform the exploratory factor analysis.Furthermore, Bartlett's test of sphericity was significant at levels greater than 99% for both sections, which also supports the suitability of the exploratory factor analysis (Table 12).Once the feasibility of carrying out the exploratory factor analysis has been confirmed, it is observed that the values for the total explained variance of the conflict resolution scale show that the first component accumulates 19.85% of the 100% of the instrument.For its part, the second component accumulates 11.92%, while the third represents 6.09% of the total variance.Then, the fourth comprises 5.49%, the fifth 4.98%, the sixth 4.21%, the seventh 3.85%, the eighth 3.41%, the ninth 3.07%, the tenth 2.85%, the eleventh 2.79%., the twelfth 2.53%, and the thirteenth 2.27%.Added together, these values represent 73.34% of the total variance of the instrument (table 13).

Discussion
Based on the present investigation, it was found that the conflict resolution scale instrument shows statistical validity.In this case, a Cronbach's alpha of 0.826 was obtained, while Rojo (2019) reported a Cronbach's alpha of 0.74.Regarding the perception of conflict scale, in the present investigation an average of 2.82 was obtained, while Rojo reported 2.58.
In relation to the difference between the sex variable in the perception of conflict, women tend to perceive it more than men, which agrees with the findings of González (2017).
On the other hand, Pérez et al . (2015) report a statistical reliability of 0.92 in Cronbach's alpha coefficient, with significant factor loadings for the dimensions of conflict perception.
Furthermore, 75% of the sample perceives conflict situations, which is also consistent with the results obtained in this research.
Pérez et al .They conclude that in educational institutions it is necessary to review academic policies and programs so that teachers have fewer elements that raise discrepancies that lead to conflict situations.
In the perception of conflict, teachers tend to resort to requesting help from others to generate a mediation process, either with peers in the workplace or, if a satisfactory solution is not found, resort to higher order instances to address the problem.such situations.
Likewise, sometimes, the lack of communication on the part of the management authorities turns into unequal communication, which produces misunderstandings among teachers and, with it, power struggles based on assumptions without a real foundation, such as rumors, expectations regarding certain recognitions or sanctions, and the reactivation of latent conflicts of different kinds, which affects the quality and efficiency of the institution.

Conclusions
The present research provides empirical evidence to theoretically support the conflict resolution scale instrument for the teaching population of the CUAAD of the University of Guadalajara, which contributes to generating knowledge about a reality present in society and the need to develop appropriate strategies to address it. .
In this sense, conflict resolution is a field of study that proposes innovative and applicable approaches to specific problems.For example, from the academic field, the objective is to identify the differences and reduce the opposing positions that arise in teaching at the institutional level.This is achieved through understanding reality and implementing constructive strategies that channel conflictive situations into neutral scenarios, taking into account the needs and characteristics of the parties involved.
However, given that alternative conflict resolution methods focus on specific acts of confrontation, resolution alternatives tend to be reactive.This can make it difficult to evaluate the future consequences of the strategies used by those involved, which generates risks in their implementation.Therefore, it is crucial to carry out studies that identify the presence of conflicts to avoid scenarios of uncontrollable chaos or additional difficulties in their resolution.
In short, the objective of research in the area of conflict resolution is to explore the situations that arise in non-peaceful relationships and understand the underlying causes, which implies investigating very specific aspects of their origin.Then, the focus should be directed towards a conciliation process that helps change the perception of the parties involved to encourage a change in their behavior and facilitate the transition to a new conflictfree scenario.
Furthermore, it is essential to promote the transaction through effective communication, allowing the parties to express their willingness to find a solution.This stimulates the development of conflict towards the creation of situations that span different areas, such as economic, social and peaceful, where people can maximize the use of creative solutions.
With these actions, education can be promoted that allows the person who feels oppressed to recognize the causes of the perceived exploitation or abuse.This, evidently, leads to self-recognition of its transformative capacity and sows hope as a starting point towards a change in the situation.
Finally, it is worth highlighting that through confrontation through dialogue, protest and non-violence, we seek to generate a change in the unequal circumstances of interaction that the parties involved in conflict maintain with the aim of making them more equitable.
Thus, in the search for alternatives to resolve conflicts, whether through a third instance or not, we move from a static state (also known as non-peaceful ) to a dynamic or peaceful one.

Future lines of research
In carrying out this research, a number of limitations have been identified and considered that could be addressed in future research.For example, it would be beneficial to extend the analysis to a qualitative scenario, where management personnel are involved to understand their perspective on the perception of conflict among the personnel under their charge, which would allow us to know their points of view and the possible strategies that could be implemented.to address conflict and promote a harmonious and violence-free work environment.
Another aspect to consider as a limitation, although no less important, is to guarantee that the subjects in the sample have the advice of the researcher during the process of completing the questionnaire with the purpose of ensuring optimal conditions to complete the questionnaire and resolve any doubts they may have.may arise.
Finally, the results of this research could be used to contrast with future studies.In fact, based on the resulting analysis, effective strategies could be designed to address the causes of conflict in the education sector.
know how to deal with the most unpleasant problems in the classroom 17.-I try not to hurt the feelings of the student body 18.-It is difficult for me to start new modalities in teaching 19.-I have problems controlling myself when I get angry 20.-After facing a problem, I evaluate whether my actions were positive or negative 21.-I usually control myself in very difficult situations that arise in the classroom 22.-It is difficult for me to adapt to new situations 23.-I can handle stressful situations without getting too nervous 24.-My students trust me with their problems 25.-I am impulsive, and that brings me problems 26.-When a student raises their voice at me, I do it too 27.-Iam good at understanding the feelings of the student body 28.-It is easy for me to adapt to new situations 29.-My colleagues tell me to lower my voice when I argue 30.-WhenI solve a problem I like to know what was good and what was bad.31.-Iknow how to stay calm in difficult situations 32.-I am unable to understand how the students feel 33.-I have strong and intense reactions that are difficult to control 34.-Making faces or mimes brings me problems 35.-Igive importance to the evaluation of my behaviors to improve 36.-Icare about what can happen to the students 37.-I have a tendency to explode with anger easily.38.-WhenI argue with a student I usually speak loudly.39.-I constantly analyze my behaviors 40.-I believe in my ability to face problems 41.-When a student annoys me, I can't stand it and I react 42.-WhenI argue with a student I try to understand why they act that way.43.-I have never been able to control my anger 44.-After solving a problem with the students, I evaluate whether the response was appropriate or not.45.-I usually control myself in difficult situations 46.-I consider it important to know how the students feel 47.-WhenI feel bad I don't want to know about anything or anyone 48.-I usually make gestures when I don't like something 49.-When students ask me something and I don't want to answer, I make gestures 50.-When my answers do not solve a problem I try to evaluate what went wrong

Table 1 .
Case processing summaryNext, a statistical reliability analysis of the entire "Conflict Perception" questionnaire was carried out to verify the feasibility of conducting an exploratory factor analysis.For this, Cronbach's alpha test was used, which showed good statistical reliability with a value of 0.826 (that is, close to one) (table 2).Then, the statistical reliability test was carried out on the first part of the questionnaire corresponding to the perception of conflict, where it was found that this part does not have a valid statistical reliability, since when carrying out the reliability test the value of Cronbach's alpha It turned out to be only 0.519 (table3).

Table 3 .
Reliability analysis of the conflict perception dimension

Table 4 .
Reliability analysis of the causes of conflict dimension

Table 5 .
Reliability analysis of the conflict resolution scale dimension

Table 6 .
KMO test and Bartlett's sphericity of the causes of conflict scale Source: self made Then, the exploratory factor analysis was developed for the "Causes of conflict" scale.The results showed that the values for the total explained variance indicate that the first component accumulates 44.26% of the total 100% of the "Causes of the conflict" dimension, while a second component accumulates 13.12%, which added to the first component gives a total value of 57.38% (table7).

Table 7 .
Total explained variance of the causes of conflict scale

Table 8 .
Matrix of scale components causes of conflict

Table 9 .
KMO test and Bartlett's sphericity of the conflict resolution scale

Table 10 .
Total explained variance of the conflict resolution scale

Table 11 .
Matrix of components of the conflict resolution scale

Table 12 .
KMO test and Bartlett's sphericity of the conflict resolution scale

Table 13 .
Total explained variance of the conflict resolution scale instrument