冲突是组织中不可避免的现象，学校组织也不例外。作为一个开放系统，学校在与其他组织发生资源、服务、信息等交换过程中，可能出现组织冲突。但学校管理研究并未对学校组织冲突予以充分关注，表现为研究数量相对较少，且集中于高等院校；关注学校内部的个体冲突，学校外部冲突研究不足；研究聚焦冲突的消极影响，较少提及冲突的积极功能。

研究根据冲突及其管理研究现状，将研究问题确定为“学校与不同组织之间的冲突呈现哪些类型及特征”“学校与不同组织之间的冲突如何形成”“学校与不同组织之间冲突的管理方式如何”。研究运用个案研究方法，选取H小学教育集团作为个案，采用访谈法对学校校长、中层管理人员、教师以及学生家长进行访谈，通过观察法对学校教学和管理活动进行记录，采用实物收集法获取学校文本、图片等各类资料。研究采用社会学视角，结合福列特、科塞以及罗宾斯等人的冲突理论，依据学校组织的互动关系，采用文本分析法对收集的资料进行整理和分析，从而更全面地呈现学校组织冲突。

通过梳理相关文献，结合集团学校情况，研究定义了学校组织冲突概念。在此基础上，研究的主要发现如下：

首先，多重互动关系区分了学校组织冲突的类型。在集团化办学背景下，学校组织的内、外部互动频繁，集中表现为学校内部互动、集团校际互动、家校互动以及政校互动。依据互动主体差异，研究遵循学校互动的现实逻辑，划分了学校组织冲突的类型，并总结了学校组织冲突的具体特征。

其次，认知差异和互动失衡促成了学校组织冲突。学校和其他组织的认知差异源于理念和立场的不一致，是组织冲突的基础。认知差异引起学校组织互动失衡，导致不相容行为。根据冲突主体差异，结合个案学校的具体情况，研究分析了不同类型组织冲突的形成及其原因。

再者，冲突管理协调了集团化办学的内外部环境。传统观点关注冲突的消极影响，限制了冲突管理的积极作用。研究分析了集团学校的互动关系，结合个案学校的冲突管理，证实了学校组织冲突的积极功能，不仅可以促进学校内部稳定，还能够协调学校外部关系，建议学校控制消极冲突，激发积极冲突。

Conflict is an inevitable phenomenon in organizations, and schools are no exception. As an open system, schools may encounter organizational conflicts when exchange resources, services and information with other organizations. However, school management research has not paid enough attention to school organizational conflicts, which shows that the number of research is relatively small and concentrated on colleges and universities; pay attention to the individual conflicts within the school, lack of research on school external conflicts; focuses on the destructive results of conflict, and less mention of constructive role.

According to the research status of conflict and its management, combined with expert guidance, the research questions are determined as "what types and characters of conflicts between schools and different organizations appear", "how to form conflicts between schools and different organizations", "how to manage conflicts between schools and different organizations". The paper uses the method of case study, and selects primary school education group H as a case. The paper interviews school principals, middle-level managers, teachers and students' parents, observes school teaching and management activities, and collects texts, pictures and other types of data. From the perspective of sociology, combined with the conflict theories of Follett, Coser and Robbins, and based on the interactive relationship of school organization, this paper uses text analysis method to sort out and analyze the collected data, so as to present the school organization conflict more comprehensively.

By combing the relevant literature, combined with the situation of group schools, this paper defines the concept of school organizational conflict. On this basis, the main findings are as follows:

First of all, multiple interactions distinguish the types of school organizational conflict. Under the background of group school-running, the internal and external interaction of school organization is frequent, which is mainly manifested as internal interaction, inter group interaction, home- school interaction and government-school interaction. According to the differences of interaction subjects, the study follows the realistic logic of school interaction, divides the types of school organizational conflict, and summarizes the specific characteristics of school organizational conflict.

Secondly, cognitive differences and imbalanced interaction contribute to school organizational conflict. The cognitive differences between schools and other organizations originate from the inconsistency of ideas and positions, which is the basis of organizational conflict. Cognitive differences lead to the imbalance of school organization interaction, leading to incompatible behavior. According to the differences of conflict subjects, combined with the specific situation of the case school, this paper studies and analyzes the formation and causes of different types of organizational conflicts.

Moreover, conflict management coordinates the internal and external environment of group education. Traditional views focus on the negative impact of conflict, which limits the positive role of conflict management. This paper studies and analyzes the interactive relationship of group schools, and combined with the conflict management of case schools, confirms the positive function of school organizational conflict, which can not only promote the internal stability of the school, but also coordinate the external relationship of the school. It is suggested that the school should control the negative conflict and stimulate the positive conflict.