Journal of Social Science and Human Research Studies (JSSHRS) · Research article · Open access
Student–Teacher Conflicts: Causes, Timing, And Educational Impact
Uwimbabazi Deborah
9 May 2026 · Vol. 2, Issue 5, pp. 536-548
DOI: 10.65150/EP-jsshrs/V2E5/2026-05
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What is this article about?
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.
Article at a glance
- Published
- 9 May 2026
- Volume / issue / pages
- Vol. 2, Issue 5, pp. 536-548
- ISSN
- 3051-3561 (online) · 3051-3553 (print)
- Licence
- CC BY 4.0 — free to read and reuse with attribution
- Peer review
- Double-blind, at least two independent reviewers
- Publisher
- EP Journals Group
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.
Keywords: Conflict in education, Learning outcomes, Motivation, Conflict timing, Conflict nature, Conflict frequency, Teacher–student relationships.
Cite this article
Uwimbabazi Deborah (2026). Student–Teacher Conflicts: Causes, Timing, And Educational Impact. Journal of Social Science and Human Research Studies, 2(5), 536-548. https://doi.org/10.65150/EP-jsshrs/V2E5/2026-05
@article{Uwimbabazi2026,
title = {Student–Teacher Conflicts: Causes, Timing, And Educational Impact},
author = {Uwimbabazi Deborah},
journal = {Journal of Social Science and Human Research Studies},
year = {2026},
volume = {2},
number = {5},
pages = {536-548},
doi = {10.65150/EP-jsshrs/V2E5/2026-05},
url = {https://doi.org/10.65150/EP-jsshrs/V2E5/2026-05}
}Questions about this article
Who wrote this article?
Uwimbabazi Deborah.
Where and when was it published?
In Journal of Social Science and Human Research Studies, Volume 2, Issue 5, pages 536-548, published by EP Journals Group on 9 May 2026.
Is this article free to read?
Yes. It is open access under a Creative Commons Attribution 4.0 (CC BY 4.0) licence, so anyone can read, share and reuse it with attribution.
What is the DOI of this article?
10.65150/EP-jsshrs/V2E5/2026-05 (https://doi.org/10.65150/EP-jsshrs/V2E5/2026-05).
How do I cite this article?
APA: Uwimbabazi Deborah (2026). Student–Teacher Conflicts: Causes, Timing, And Educational Impact. Journal of Social Science and Human Research Studies, 2(5), 536-548. https://doi.org/10.65150/EP-jsshrs/V2E5/2026-05
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