University of Luzon Graduate School

Dagupan City

UNIVERSITY OF LUZON
Graduate School
Dagupan City

CERTIFICATION OF ADVISER

This research entitled: “CONFLICT MANAGEMENT STYLES OF

TEACHER-ADVISERS IN THE PUBLIC SENIOR HIGH SCHOOL” prepared

and submitted by BENEDICT F. FERRER in partial fulfillment of the

requirements of the degree of MASTER of ARTS EDUCATION which has

been examined is found to be acceptable in content and form by the

undersigned, is recommended for ORAL defense.

PAULITA G. BOADO, Ed.D.

Adviser

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 University of Luzon Graduate School
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THESIS ABSTRACT

I. Title: CONFLICT MANAGEMENT STYLES OF TEACHER-ADVISERS

IN THE PUBLIC SENIOR HIGH SCHOOL

Researcher: BENEDICT F. FERRER

II. Adviser: PAULITA G. BOADO, Ed. D.

III. Degree: MASTER OF ARTS IN EDUCATION

MAJOR IN GUIDANCE AND COUNSELING

IV. Institutions where copies are located: UNIVERSITY OF LUZON

LIBRARY-CHED

V. Background of the Study

Effective conflict management takes central stage in creating safer

and more supportive school learning environments. Conflict occurs when

different perceptions or opinions are contradictory in nature (Bano,

Ashraf, & Zia, 2013). As noted by Adhiambo and Enose (2011), conflict

brings stress and discomfort due to the fear of the unknown; hence, it is

a depressing and frustrating state of affair between the parties involved.

Conflict affects the smooth running of the teaching and learning process,

but, if carefully examined and managed it leads to peaceful coexistence

between teachers and their school leaders. However, conflict is inevitable,

and in principle all conflicts cannot be resolved and managed (Ramani &

Zhimin, 2010). However, researchers argue that teachers and school

leaders should have sufficient knowledge about how conflict occurs, and
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how they can respond or manage it so as to bring positive changes and to

minimize any negative effects (Olubunmi, 2014; Uchendu, Anijaobi-Idem,

& Odigwe, 2013).

Bennagen (2016) also stated that in Sisaket, Thailand, the lack of

proper communication plays vital role in identifying the root of conflict.

Classroom supervision, placement of teachers, in-service education,

promotion scheme, income and fringe benefits, selection and appointment

of teachers, transfer, suspension, and dismissal were manifested as

causes of conflicts. Regardless of whether the conflict is between two

individuals, between staff and leadership or among workplace teams,

unresolved conflict will assuredly produce negative results.

In the Philippines, Cerado (2013) asserted that conflicts exist in the

country’s public schools and they are on the rise in the recent years. This

is mainly due to the unresolved conflicts between the students, teachers

and the school administrators. These have had negative impacts on the

academic performance of the school and the students. However, conflict

may be beneficial if they are used as instruments for change or

innovation, and it can improve the quality of decision making and

employee relations in organization.

In Sual, Pangasinan most of the teachers are from the neighboring

municipalities. The existence of diverse personalities of the

administration, teaching and staff personnel results to conflicts among

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themselves or with their students or stakeholders. These conflicts are

usually due to their differences in terms of the language used, values and

principles, and temperament or the way they manage conflicts. It has

been manifested that during the past general faculty and staff meeting,

there were tensions and heated moments where the school head and

teachers argue with each other due to their conflicting ideologies.

Conflicts in purchasing certain materials for the International

Organization for Standardization certification led to arguments that

prompted some teachers to post in official faculty and staff messenger

group chat offensive statements directed to the school head who was later

defended by other teachers. It is also evident that teachers engage in

conflict situations with their students during class discussions when

learners’ manifest disrespectful behaviors be it in words or in action. Like

in a case handled by the senior high school guidance designate lasr 2018,

a teacher did not allow a student to take his first three examination in a

separate room because of the student’s tardiness. This resulted to the

learner shouting at his teacher in front of the class that led to an

argument between him and the teacher. Other reported conflicts in the

district of Sual between teachers and learners are due to

misunderstandings like; computations of grade, correcting behaviors, and

pointing out violations in the school rules and regulations.

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 University of Luzon Graduate School
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This study was conceptualized to address the above-cited scenarios

that were obtained in retrospective with the classroom setting prior to the

pandemic COVID 19 such that the teacher-advisers can efficiently and

effectively utilize the best and appropriate management style in coping

with conflict situations.

Statement of the Problem

This study aimed to analyze the conflict management styles of

teacher-advisers in the public secondary high school teachers of Sual in

Pangasinan, with the end in view of developing a guidance program for

Para counselors in handling conflicts they encounter in the classroom

setting.

Specifically, this investigation attempted to answer the following

questions:

1. How do the senior high school teacher-advisers describe the conflicts

they encountered in the classroom setting in terms of:

a. Types; and

b. Causes?

2. What conflict management styles are employed by the public

secondary school teacher-advisers based on the types and causes of

conflicts they encounter?

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 University of Luzon Graduate School
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3. What guidance program can be proposed to help public senior high

school teacher-advisers in effectively handling class related conflicts?

Methodology

The approach used in this study was descriptive research

employing developmental and survey. Bailey (2015) posits that descriptive

research is a study of status and is widely used in education and the

behavioral sciences; value of which is based on the premise that problems

can be solved and practices improved through observation, analysis, and

description.

From the nature of the aforementioned research method, this study

made use of questionnaire and interview to describe precisely the conflict

management styles of public senior high school teacher-advisers in

coping with conflict.

Findings

This study dealt on determining the management styles in coping

with conflict situations by teacher-advisers in Sual National high School,

Paitan Integrated School, and Pangascasan Integrated School in the

district of Sual under the Schools Division Office 1 Pangasinan.

The following provides a summary of the salient points in the

research findings.

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 University of Luzon Graduate School
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Description of Types, and causes of conflicts encountered by public

secondary school teachers

In terms of the types, and causes of conflicts that the participants

of the study encountered, majority of the answers of the respondents

stated that it was due to task or work-related matters that caused most of

their conflicts. This is evident as 24 or 100% of the participants checked

gossip, disrespectful words, generation gap, tardiness in submitting

requirements, negative behavior. Respondents whose computed

percentage is above 50 percent admitted that the causes of their conflicts

are as follows: stress (79%), poor communication (75%), change (71%),

impertinent answers (67%), and clash of personalities (63%). These are all

classified under task or work-related factor.

Only one (1) personal related factor was identified by 12 (50%) of

the respondents. This refers to income and fringe benefits which fall

under personal related factor.

Conflict management styles employed by the public secondary

school teacher-advisers

Eight or 33.33% of the respondents’ showed a dominant conflict

mode characterized as; avoiding (rank 1) which is employed in situation

where the respondents are in conflict with their colleagues to avoid

further misunderstandings. This is followed by competing (6 or 25%), and

collaborating (5 or 20.83%) which are used by the respondents to either

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 University of Luzon Graduate School
Dagupan City

ensure that they will attain their own goals (used when in conflict with

students) or resolve the conflict with others to identify a solution that will

satisfy both concerns. The last 2 dominant coping behaviors are:

compromising (3 or 12.50%) and accomodating (2 or 8.33%) which are

used in situations where both parties in conflict want to find a mutually

acceptable solution that will satisfy both parties in conflict or if one of the

parties wants to satisfy the other..

Meanwhile, the participants least used mode of conflict style

according to rank are as follows: compromising (11 or 45.83%), avoiding

(5 or 20.83%), and collaborating (4 0r 16.67%). Lastly, are 2 least

employed coping behaviors: accomodating (3 or 12.50%) and competing (1

or 4.17%)

Proposed Guidance Program for conflict management of Teacher-

Advisers

On the basis of the result of the findings of the study on the conflict

management styles of teacher-advisers in the public senior high schools,

a proposed guidance program for conflict management inside the

classroom encountered by teacher-advisers was developed.

CONCLUSION

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 University of Luzon Graduate School
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All in all, the kinds of conflict encountered by the respondents are

mostly due to work or task related matters that caused misunderstanding

among them and between the students and parents. This is evidenced by

the result of the assessment of the nature, types and sources of conflicts

they encounter. However, based from the result of the said assessment

not all conflicts are caused by work or task related factors but some are

caused by personal related factors.

Consequently, the participants of the study based from the

assessment of their bahavior in conflict management showed their

willingness to participate in resolving conflicts but if they will be forced to

keep to themselves their opinions or will be removed from a certain

position and in other same context of the first two situations, they will

definitely disagree as based from the data they value their opinions and

roles in their school as well as in resolving conflicts.

Undeniably, the result of the study brought to the fore the various

coping behaviors of the participants in conflict situations. Moreover, it

brought into focus the dominant and least dominant coping behavior

employed by the respondents that will help them manage and develop

overused and underused coping styles in circumstances that they are

facing conflicts. Thus, the result of the study compels high school

authorities such as the schools’ division superintendent, public school

district supervisors, edukasyon sa pagpapakatao education program

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 University of Luzon Graduate School
Dagupan City

supervisor, school principals, and divisions’ guidance counselors and

school guidance designate to implement a program that will help teachers

and other school staff manage conflicts among them or between them and

their students and parents.

RECOMMENDATIONS

Based on the findings and conclusions of the study, the following

recommendations are hereby presented:

1. Along the findings on the description of the types, and causes of

conflicts encountered by public secondary school teachers, particular

attention must be given to minimize task or work-related factors that

causes conflict among the teachers and between the teachers and

students or with the parents.

2. Along the findings on the dominant coping behavior employed by

public secondary school teachers, it should be thoroughly assessed to

check if it is being overused and if it’s effect in managing conflicts are

positive or negative.

3. Along the findings on the least dominant coping behavior employed by

public secondary school teachers, it should be assessed to check if it

is underused and help the teachers develop it especially if it is going to

have positive effects in handling conflict situations well.

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4. The proposed guidance program on conflict management for teachers

should be monitored and evaluated to measure its effectiveness in

bringing about the desired outcomes.

5. Further studies can be explored on the existence of similarities and

differences of management styles employed by secondary school

teachers in public and private schools when conflict situations arise.

List of Tables

Table Page

1- Population of the study 83

2- Types, and Causes of Conflicts encountered by 93

Public secondary school teachers

3- Competing mode of conflict utilized by 98

Respondents (Dominant and least used)

4- Collaborating mode of conflict utilized by 100

Respondents (Dominant and least used)

5- Compromising mode of conflict utilized by 102

Respondents (Dominant and least used)

6- Avoiding mode of conflict utilized by 105

Respondents (Dominant and least used)

7- Accomodating mode of conflict utilized by 107

Respondents (Dominant and least used)

8- Summary of dominant and least-used 109

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 University of Luzon Graduate School
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Coping behavior of the respondents

List of Figure

Figures Page

1- Research Paradigm 12

2 -Two-dimensional conflict handling behavior of 22

respondents

3- Site map of Sual as locale of the research study 80

4- Flowchart of data-gathering procedure 88

5- Two-dimensional conflict handling behavior of 111

respondents

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 University of Luzon Graduate School
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ACKNOWLEDGEMENT

The entirety of this work is not made possible without the people

who are instrumental in enabling the researcher to finish this chapter in

his academic life. It is just fitting that he gives due recognition to the

contribution they have extended for the successful completion of this

work.

The researcher would like to express his profound thanks and

grateful appreciation to all who have given their support, assistance, and

efforts in the completion of this study.

To Dr. Carmelo John E. Vidal, Dean of the University of Luzon-

Graduate School and who acted as the Chairman of the Defense and

father to him, for his intelligent suggestions and professional advice for

the improvement of this study;

The researcher would like to express his sincere gratitude to his

adviser, Dr. Paulita G. Boado, who was extremely helpful and offered

invaluable assistance, support, and guidance. The researcher could not

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Dagupan City

have imagined having a more competent adviser and mentor for his

study.

Deepest gratitude also goes to Dr. Dionisia C. Salayog, and

Dr. Joseph Alain G. Gador, members of the defense panel, for the

support, suggestions, untiring effort, professional expertise, kindness,

and encouragement which motivated the researcher to complete this fruit

of labor.

To Dr. Carina C. Untalasco, his school head, and Mrs. Hermelie

A. De Leon, Assistant Principal of the Senior High School for his

professional consideration and enlightenment for the completion of this

work;

To the Senior high school teachers of Sual district, for giving

their time in accomplishing the researcher’s questionnaire; thus, giving

the researcher the needed information without hesitation;

His sincere thanks to all his friends and colleagues. In particular

Cherry, Xyza, Jonalyn, Celeste, and Rose for the support and

encouragement they extended;

To Ms. Helen, Sir Jhared, and Ma’am Narl, thank you for

helping and preparing all the things needed for his defenses.

His parents Bernardo and Marybeth, grandmother Elizabeth,

sister Bernadette and cousin Hanna for their love;

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 University of Luzon Graduate School
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Above all, to God Almighty, for His Divine love for making this

possible and for bestowing His blessings and divine guidance while

the researcher is conducting the research and, i n h i s w a y , to

fulfilling his dreams.

Benedict F. Ferrer

DEDICATION

This humble work is lovingly dedicated

To my parents Bernardo and Marybeth who have encouraged me since I started

Their encouragement has made me sure

That until I finished, I would give my all being secure;

To the rest of my family whom my love can never be quantified,

they are all my inspiration throughout this journey;

and to our Dear almighty God,

my source of knowledge and wisdom precisely,

He has been the source of my strength from the very start,

And on His wings, I have soared only,

The fruit of this labor is for His glory,

All the honor and praises for Him alone for eternity.

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 University of Luzon Graduate School
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-BFF

University of Luzon
Dagupan City
June 2021

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