CONFLICT MANAGEMENT: REALIZATIONS FROM ISSUES RESOLVED BY THE SCHOOL AUTHORITIES

Abstract

This study aims to find out the causes and types of conflicts that commonly confront school
authorities and how they handle such problems. Likewise, to know the best practices they have
adopted in dealing with conflicts based on their experiences and realizations. The results of this
study will serve as a springboard for developing the school authorities’ leadership skills in
dealing with diverse people.
10 schools in Quezon City were selected through a snowball sampling or referral method. A
total of 114 participants were involved in this study composed of school principals, head
teachers, master teachers, and teachers, broken down as follows; 94 joined the conduct of the
quantitative survey. 14 of whom participated in both the quantitative and qualitative phases.
The remaining 20 participated only in the qualitative phase.
The convergent parallel design of the mixed method is used. The statistical tools used were
the frequency count, percentage, rank, and mean score. The phenomenology approach was
applied in which the gathered information was transcribed, synthesized, and analyzed using
thematic coding, data integration, data saturation, and triangulation.

The common causes of the school relationship conflicts were categorized into (1) Individual,
(2) managerial, and (3) organizational-culture causes. The six types of relationship conflicts are
(1) head teacher-school principal conflict, (2) head teacher-head teacher conflict, (3) teacher
school principal conflict, (4) teacher-head Teacher conflict, (5) teacher-teacher conflict, and (6)
teacher-student/parent conflict.
In individual causes, Difference in Personality and Values emerged as the common causes. In
managerial, Leadership Style and Problem in Communications are the common causes. In
organizational culture, Internal discussions which affect the image of other colleagues are the
common cause.
Various references, conflict resolutions, best practices, and realizations were pointed out.
Notwithstanding, many deficiencies were found in managing the school conflict. Thus, the
proposed capacity enhancement training program is strongly recommended.
KEYWORDS – Conflict Management, School Conflicts, School Issues, School Grievance
Committee