CONFLICT MANAGEMENT STRATEGIES OF SCHOOL

HEADS IN SANTA CRUZ SOUTH DISTRICT: INPUT

FOR A PROPOSED CONFLICT RESOLUTION
FRAMEWORK

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 1413-1425
Document ID: 2023PEMJ827
DOI: 10.5281/zenodo.8086387
Manuscript Accepted: 2023-25-6
Psych Educ, 2023, 9: 1413-1425, Document ID:2023 PEMJ827, doi:10.5281/zenodo.8086387, ISSN 2822-4353
Research Article

Conflict Management Strategies of School Heads in Santa Cruz South District:

Input fora Proposed Conflict Resolution Framework
Maxima R. Marquez*
For affiliations and correspondence, see the last page.
Abstract
This study investigates the conflict management strategies utilized by school heads in the Santa Cruz South
District and develop a conflict resolution framework. To obtain comprehensive and accurate data, the researcher
adopted mixed- method research design. The study involved 20 school heads, selected through complete
enumeration, who were interviewed using a researcher-made tool and one-on-one interviews. In order to
evaluate and interpret data, the researcher utilized frequency counts, percentages, modes and weighted mean.
The findings showed that conflicts were prevalent in schools, and the school heads employed various conflict
management strategies, such as compromise, collaboration, and avoidance. The proposed conflict resolution
framework emphasized the significance of communication, collaboration, and a shared goal in resolving
conflicts. The study offers valuable insights for policymakers and school administrators to develop effective
conflict management policies and programs. Furthermore, the study revealed that managing schools in the
district of Santa Cruz South posed several challenges, such as teachers' poor planning and task prioritization
skills, late submission of reports, and unpreparedness with instructional materials. The study proposes that
clearer guidelines and communication may be necessary to ensure that teachers comprehend their roles and
responsibilities. The most frequently used conflict management strategy among school heads was
accommodating, followed by cooperating, compromising, avoiding, and competing. Ultimately, the study
highlights the importance of managing conflicts in schools to promote positive learning environments and
support students' academic and social development.

Keywords: conflict management, mixed-method research design, teacher attitudes, teacher

behavior, instructional materials

Introduction determine whether the confrontations are destructive

The leadership abilities and conflict resolution
techniques of school administrators play a significant
role in determining whether educational institutions
succeed or fail, for educational institutions frequently
have difficulties in achieving their objectives, which
they must resolve cooperatively. Despite the word
"conflict" having a negative connotation most of the
time, the impacts of conflict within a school can be
both positive and detrimental. Conflict can arise
between and among instructors, head teachers,
stakeholders, and other parties involved in the
institution's mission.
According to Kodikal et al. (2018), in the highly
competitive workplace of today, every employee
wants a positive environment. As employers' attitudes
toward conflict have changed over the past 20 years,
conflict management has gained more attention in an
effort to improve workplace culture. People must
collaborate and interact with one another within
organizations, frequently in pairs. These interpersonal
interactions should ideally be fruitful, congenial, and
fulfilling. Managers discover that they are not usually
that way in practice. Almost all professional
relationships will eventually experience some level of
friction. The individuals' attitudes and abilities will
or beneficial (as well as time pressures and resource
shortages).
The K–12 Curriculum's implementation in 2012, along
with the obligation to manage budgeting and financing
at the micro-level (principal level), put school
principals under pressure to have a positive impact on
their students' academic achievement. Leadership was
focused on the successful implementation of school-
based management and facilitative leadership due to
recent changes in the field of education (Iringan,
2012). Leadership and conflict management have
grown in importance and are now the predominant
paradigm for school leaders, driven by the Department
of Education's unrelenting standards-based
accountability system.
Therefore, school heads should know how to address
conflicts as teachers may grow upset when there does
not seem to be a way out of a conflict in the classroom
or when they feel that their opinions are not valued by
their peers or superiors. Employee responses to the
word "conflict" in a research by Hocker and Wilmot as
cited by Mangulabnan et al (2019), included
disagreement, tension, rage, competition, threat,
suffering, and hopelessness. Employees undoubtedly
associate confrontation with unfavorable feelings.

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Research Article
Conflict results in tension and anxiety, which
frequently cause teachers to behave badly (Nizam,
2011 as cited by Mangulabnan et al (2019). Teachers
experience stress as a result, which negatively impacts
both their personal and professional lives. They can
have trouble sleeping, lose their appetite or eat too
much, get headaches, and lose their ability to be kind.
Sometimes teachers would skip meetings in order to
escape stress and the symptoms that come along with
it.
For schools to operate well and for personnel to
develop personally, culturally, and socially, conflict
management is crucial. More often than not, the way
the disagreement is handled adds to the tension in the
environment rather than the conflict itself. Any
professional with a desire to help others and the
company change destructive conflict circumstances
should have creative and fruitful conflict management
as a goal.
Based on the regular quarterly School Heads’ Meeting
in the District of Santa Cruz South, conflicts among
schools range from 4 to 5 instances quarterly, which
mostly concentrated on misunderstandings among job
roles and functions. Almost all of the school heads
attest that such behavior caused delay in the
submission of reports and other related activities.
During the same meetings, school heads would
complain on how some teachers in their respective
schools behave negatively specifically when given
ancillary tasks and responsibilities. There were cases
like, when confronted by the school head, such teacher
would cry, will utter words of disappointment, will
feel being humiliated, then will not report to school on
the next day which of course greatly affect academic
performance of the learners. Based from the same
experience and observations, they agreed that the
visible generation gap among teachers were mostly the
common root cause of misunderstanding as teachers
of the younger generation are far more outspoken than
the seasoned teachers. On the other hand, it is also a
common experience among the school heads, that
mostly, seasoned teachers are those who are unwilling
to be observed in the delivery of instruction, that
causes conflict between the school heads and the
teachers. Furthermore, there are some male teachers
who oftentimes display behaviors against the code of
ethics of professional teachers, like when drunk, lost
proper decorum, even when in front of the learners, as
a result, creates conflict in the school organization.
The scenario stated above is the same experience
encountered by the researcher being a school head for
four (4) years and was assigned in three (3) different
Maxima R. Marquez
schools categorized as big and medium schools.
Considering as neophyte in terms of school
management, especially during the first two years, she
found difficulty in handling conflicts especially when
it comes to human resources in the organization, and
since the problems are continuously emerging, as one
of the school heads in Santa Cruz South District, it is
just but fitting to conduct the study.
It is in this light that this study is put forward, to
analyze the school heads' conflict management
strategies in the district of Santa Cruz South as an
input towards a proposed conflict resolution
framework.
Methodology
Research Design
This study employed a mixed-method research design.
The researcher used both quantitative and qualitative
approaches to explicitly discuss the conflict
management strategies of the school heads. The aim in
using both research designs together was to obtain
more thorough and complete information and to
generate accurate and dependable assumptions.
Relative to gathering data, the researcher prioritized
quantitative data collection. In discussing and
interpreting the collected data, the researcher
employed the qualitative approach to supplement the
quantitative data obtained through one-on-one
interviews to validate the responses.
The mixed-method research design was used in this
study to provide a more comprehensive and complete
understanding of the conflict management strategies
employed by school heads in the district of Santa Cruz
South. This approach allowed the researcher to gather
both quantitative and qualitative data to generate a
more accurate and dependable assumption.
Quantitative research was prioritized in data collection
to provide numerical data that can be analyzed
statistically. This approach allowed the researcher to
identify patterns and trends in conflict management
strategies employed by school heads. However,
quantitative data alone may not provide a full
understanding of the complex nature of conflict
management. Thus, qualitative research was used to
supplement the quantitative data collected through
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Research Article
one-on-one interviews to validate the responses and
provide more in-depth insights into the experiences
and perspectives of school heads.
By using both quantitative and qualitative approaches,
the mixed-method research design allowed the
researcher to triangulate the data and draw more robust
conclusions. It also helped to address potential
limitations of using only one approach, such as
possible bias in self-reporting and the inability of
quantitative data to capture the complexity of human
experiences and perceptions.
Overall, the mixed-method research design was used
to provide a more comprehensive and accurate
understanding of conflict management strategies in
schools, and to generate insights that can inform the
development of effective conflict management policies
and programs.
Research Locale
The study was conducted in the Schools Division of
Marinduque. Marinduque is an island province in the
Philippines located in southwestern Tagalog Region or
MIMAROPA and because of its location, it is
considered as the heart of the Philippines. This
province is consist of six municipalities namely Boac,
Mogpog, Santa Cruz, Torrijos, Buenavista and Gasan.
Santa Cruz is the municipality where the study was
administered. It is one of the nine districts that
comprise the Schools Division of Marinduque. The
district is composed of a total of 21 schools, 16 of
which are elementary schools and 5 of which are
secondary schools. These schools are further divided
into five zones, Zones A to E, based on their
geographical locations. The district is a combination of
island schools, mountainous schools, and lowland
schools, with some schools located near the población
proper.
All schools in the district are accessible by vehicles,
while three island schools can only be reached by
motor banca. The district is under the leadership of a
Public Schools District Supervisor and has a total of
249 teaching personnel, 21 of whom are school heads
from both the elementary and secondary schools.
Additionally, there are six non-teaching personnel, two
of whom are stationed in the district office, and four
who are assigned in the secondary schools with Senior
High Schools. The location was chosen as the site for
the study because it provides a diverse representation
of school types and geographical locations, which is
important for exploring conflict management strategies
among school heads in varied settings.
Maxima R. Marquez
Research Population and Sample
The study's respondents are the 20 school heads in the
District of Santa Cruz South for SY 2022-2023,
excluding the researcher who is presently assigned in
the said district. The respondents comprised seven (7)
males in elementary and two (2) in secondary, while
nine (9) females in elementary and three (3) in
secondary. Most of the respondents held the position
of principal, where Principal 2 is four (4) in
elementary and one (1) in secondary. There are five (5)
Principal 1 in elementary and one (1) in secondary.
The rest of the respondents from the elementary and
secondary are head teachers, while there are two (2)
Teacher In-charge. One (1) is presently assigned in
Libjo Elementary School, and the other one was the
TIC of Mongpong National High School. Six (6)
respondents from both the elementary and secondary
are assigned to island schools, Polo, Maniwaya, and
Mongpong, while eight (8) are in an upland area, and
the rest are presently assigned to lowland schools near
the población proper.
As for age, the majority of the respondents are under
early middle age (35-44), while the Teacher In-Charge
of Libjo was the youngest, is under early adulthood
(24-34), and the rest of the respondents belonged to the
late middle age (45-64). The study employed the
complete enumeration technique because the
respondents had the common criterion of being a
school head, who are the main respondents of the
study.
Research Instrument
This study utilized the following tools to gather
specific data mentioned in the statement of the
problems:
Researcher-made tool. A researcher-made tool was
used to gather data about the conflicts encountered by
school heads in schools, the conflict management
strategies they employed to address these conflicts,
and the status or results of these conflicts, whether
they were solved or unsolved. The questionnaire
utilized a Likert scale with the following scales:
always, frequent, occasionally, rarely, and never to
determine the frequency of conflicts encountered by
school heads. It was supported by guide questions for
the interview to obtain responses for the conflict
management strategies employed by school heads to
address the conflicts encountered, as well as the status
or results of these conflicts.
Interview. The research-made survey questionnaire
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was not a self-administered questionnaire. Instead, the
researcher conducted one-on-one interviews with the
respondents to further explain and validate the
quantitative data gathered. Guide questions for the
interview sought answers for statements of problems
1-3.
Data Gathering Procedure
Collection, Organization and Analysis of
Data. Immediately after the conduct of interview, the
researcher then consolidated the gathered responses of
the respondents. Data then was organized and analyzed
with the use of statistical tools like frequency counts,
percentage, mode and weighted mean. Results and
findings were presented using a tabular presentations.

To ensure the validity of the results of the study and, Crafting of Framework as Output. The researcher
the following steps were undertaken: crafted conflict resolution framework as final output
of this study. Based on the results of the findings and
Seeking Approval to Conduct the study. The
researcher prepared letter addressed to the Schools
analysis made, important variables affecting conflicts
Division Superintendent requesting for her approval were identified. Likewise, strategies found to be
to conduct the study in Santa Cruz South District. effective in handling conflicts serve as the key
Likewise, same letter request was given to the Public elements in crafting the framework.
Schools District Supervisor in order to allow her to
conduct review to all the school head in the district. Ethical Considerations of the Study
After securing the necessary approval from the
concerned persons, the researcher oriented the The participants' voluntary participation in the study
participants/respondents on the entire procedure of the
was taken into account. Additionally, the participants
study. The research instrument was administered
received sufficient information and guarantee on
through an interview. The researcher scheduled an
participation so that they could fully understand the
interview on each school head per area/zone as
approved by the Public Schools District Supervisor. implications of their participation and freely decide
whether or not to participate without being pushed or
Questionnaire Validation. To ensure the validity of coerced.
the results of the study and to prevent possible effects
of extraneous and intervening variables, the researcher To ensure the privacy of the data, the researcher
sought the approval of experts. Among these experts ignored offensive, discriminatory, and unwanted items
were the Public Schools District Supervisor who was in the questionnaire. Instead of using respondents'
also the chairperson of the Santa Cruz South District names, the researcher coded and numbered each one to
Grievance Committee. Another expert is a principal preserve their anonymity. The APA reference style, as
and also a member of the District Grievance
described in the bibliography section, was used to
Committee. He was also the president of the Santa
properly credit other authors' works in this study.
Cruz South District Teachers and Employees
Association. The third validator is an expert in Debates and analyses were conducted with the utmost
supervision and management as she is a graduate of neutrality throughout the project. Republic Act No.
Doctor of Education with specialization in Industrial 10173, also known as the Data Privacy Act, which
Education Management. This was done through a strives to protect all kinds of information, whether
letter that included a copy of the instruments, and the private, personal, or sensitive, was followed in this
suggestions of these pool of experts were incorporated study.
to further improve the research instruments.

Based on the results of the validation instrument, the Results and Discussion
three validators gave a score of 5 points for all six
indicators, except for the 3rd validator who gave a Conflicts Encountered In Schools By The School
rating of 4 for the number 6 indicator. This Heads
interpretation showed that the instrument was most
valid, and it can provide unbiased data for
This indicates that school heads in the district face
interpretation, allowing 0-5% error. While for the
number 6 indicator, the result was 4.66, which still fell challenges in dealing with teachers who do not
under the category of most valid. prepare appropriate instructional materials which
can impact the delivery of instructions, and the
academic performance of students.

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Research Article

use of teaching tactics or pedagogies for assessment

which are important to address to ensure that students'
academic progress is accurately assessed. Other
conflicts that were encountered occasionally also
Table 1. Conflicts Encountered in Schools by the include inefficient implementation of intervention or
School Heads follow-up activities, no updated DLL, too sensitive
when confronted by the school heads, lack of concern
for others thinking that a certain area or duty is to be
performed only by other teachers, low commitment
and concern on school programs and projects, and no
initiative for self improvement. These conflicts suggest
that there may be a need for clearer guidelines and
communication to ensure that teachers understand their
roles and responsibilities.

Finally, some conflicts, such as continued tardiness,

non-compliance to assigned tasks, unwillingness to
participate in classroom observation, anger issues with
co-teachers, uncareful in posting sensitive memos in
social media, use of unreasonable excuses, improper
coordination of travel plans with the principal,
negligence of basic duties and responsibilities due to
habitual drinking, and believing that their usual
practices are correct, are encountered very rarely or
never. These conflicts may not be significant issues for
most school heads but may require attention when they
arise. There are conflicts that are always encountered
by the school heads, however, only 1 or 2 out of 20
school heads experience the said conflicts. These
conflicts are late submission of reports, ineffective use
of teaching tactics and pedagogies for assessment, too
sensitive when confronted by the school heads and
continued tardiness.

The mean score for the frequency of conflict

encountered in schools is 2.422. This indicates that
conflicts are generally reported as occurring rarely but
Another frequently reported conflict is the poor nearly occasionally. This implies that school heads
planning and task prioritization, which was reported face conflicts on a somewhat regular basis, but they
also by 13 out of 20 of the respondents. This suggests are not overwhelmingly frequent.
that school heads may need to work with teachers to
improve their planning and task prioritization Looking at the individual categories of conflict
skills. Late submission of reports is one of the frequency, the data shows that some conflicts are
occasionally encountered conflicts. This suggests that encountered more frequently than others. The conflicts
there may be a need to improve the efficiency of reported as frequent (score 4) have a mean weight
administrative processes and ensure that teachers are frequency (WF) of 3.4, indicating that they are
aware of deadlines and expectations. In addition, encountered relatively often. These conflicts include
conflicts that were reported occasionally include issues such as unpreparedness of teachers during
complaints on ancillary task or assignments, poor observations, and poor planning and task prioritization.
classroom management in handling students behavior, These conflicts are reported by a significant proportion
ineffective of respondents, suggesting that they are common
challenges faced by school heads in the district.

Conflicts reported as occasionally (score 3) have a

mean WF of 2.95. This category includes conflicts

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Research Article

such as late submission of reports, complaints about

ancillary tasks or assignments, poor classroom
management, ineffective use of teaching tactics or
pedagogies for assessment, inefficient implementation
of interventions or follow-up activities, lack of updated the people involved. In a school setting, conflicts may
Detailed Lesson Logs (DLLs), sensitivity when arise between teachers, students, parents, and
confronted by school heads, lack of concern for others' administrators. These conflicts can have negative
responsibilities, low commitment and concern towards impacts on the school's productivity, morale, and
school programs and projects, and no initiative for overall success.
self-improvement. Although not as frequent as the
conflicts in the frequent category, these conflicts still During the interview, the researcher asked the
require attention to ensure effective school respondents the specific circumstance they experience
management and student progress. each conflict and the following responses where
gathered:
Conflicts reported as rarely (score 2) have a mean WF
of 2.1. These conflicts include issues such as continued Table 2. Specific Circumstance for each Conflict
tardiness, non-compliance to assigned tasks,
unwillingness to participate in classroom observation,
anger issues with co-teachers, uncareful posting of
sensitive memos in social media, use of unreasonable
excuses, improper coordination of travel plans with the
prin cipal, n eg ligen ce of basic duties and
responsibilities due to habitual drinking, and a belief
that their usual practices are correct. These conflicts
are encountered relatively infrequently by school
heads, but they should still be addressed when they
arise.

Finally, conflicts reported as never (score 1) have a

mean WF of 1.15, indicating that they are rarely
encountered by school heads. These conflicts include
issues such as negligence of basic duties and
responsibilities due to habitual drinking, and a belief
that their usual practices are correct. While these
conflicts may not be significant issues for most school
heads, they should still be addressed if they occur.

In summary, the data suggests that conflicts in schools

are generally encountered occasionally by school
heads in the Santa Cruz South District. However, there
are specific conflicts that are reported as more
frequent, occasionally, rarely, or never. Addressing
these conflicts is essential for effective school
management, teacher development, and student
progress.

Overall, the presented data highlights the diverse range

of conflicts encountered by school heads in managing
schools in Santa Cruz South District. These conflicts
provide valuable insights into the challenges faced by
school heads in the district and can help in the
development of conflict resolution strategies to address
these issues. This aligns to the study of Muralidharan
(2015), conflicts are inevitable in educational
institutions due to the nature of the environment and

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Conflict Management Strategies Employed by The

School Heads
Table 2 shows the different conflicts that can arise
between teachers and school heads in a school setting. Table 3. Conflict Management Strategies Employed by
The conflicts are divided into four categories: The School Heads
Preparatio n and Planning, Reporting and
Communication, Classroom Management and
Pedagogy, and Professionalism and Responsibility.

In the Preparation and Planning category, conflicts

arise when the teacher lacks preparedness with
instructional materials, poor planning, and task
prioritization. These conflicts can lead to negative
feedback and affect the teacher's overall evaluation.

In the Reporting and Communication category,

conflicts arise due to late submission of reports, gaps
in communication, and difficulty in following
instructions from the school head. Poor signal and
inability to read updates in the group chat also
contribute to the communication gap.

In the Classroom Management and Pedagogy

category, conflicts arise due to poor classroom
management in handling student behaviors, ineffective
use of teaching tactics or pedagogies for assessment,
and inefficient implementation of intervention or
follow-up activities.

In the Professionalism and Responsibility category,

conflicts arise due to complaints on ancillary
assignments, no updated Daily Lesson Log (DLL),
sensitivity when confronted by school heads, lack of
concern for other school programs and projects,
continued tardiness, no initiative for self-improvement,
non-compliance to assigned tasks, unwillingness to
participate in classroom observation, disobedience to
existing policies even if DepEd orders are carefully
explained, and negligence of basic duties and
responsibilities due to habitual drinking.

These findings are related to Power and Thomas

(2011) article’ "School Conflict: A Critical
Multidisciplinary Review and Agenda for Research"
which presents a thorough examination of the existing
literature on conflict in schools, as well as a roadmap
for future research in this area. The authors investigate
Based on the data provided in Table 3, the school
various forms of conflict that can arise in educational
heads employ a variety of conflict management
settings and highlight the underlying causes and
strategies in response to different types of conflicts
contributing factors. Their work underscores the
with their teachers.
importance of addressing and managing conflicts in
schools to promote positive learning environments and The most frequently used conflict management
support students' academic and social development. strategy among school heads is accommodating, which
was used in response to 13 out of 25 conflicts. This

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suggests that school heads are willing to meet their
teachers' needs and concerns, even if it means
sac rif icin g their own in ter ests or g oals.
Accommodating is often used when the issue is not
significant enough to warrant a more confrontational
approach, or when the relationship with the teacher is
important to maintain.
Cooperating is the second most common conflict
management strategy employed by school heads used
in response to 12 out of 25 conflicts. This suggests that
school heads are willing to work collaboratively with
their teachers to address the issues at hand.
Cooperating is often used when there is a mutual
interest in finding a solution, and when both parties are
willing to compromise.
Compromising is used by only a few number of school
heads as it gets at least 3, 2 and the most is 1 response,
indicating that these few number of school heads are
willing to find middle ground with their teachers when
both parties have something to gain or lose.
Compromising is often used when the issue is complex
and requires both parties to make concessions.
Avoiding is the least frequently used conflict
management strategy, only 2 respondents used this
used in response to at least 2 conflicts. This suggests
that school heads prefer to address conflicts head-on
rather than avoid them, which is a positive sign for
resolving issues effectively.
Competing is also used as conflict management
strategy in some of the conflicts, by only 1 out of 20
respondents, which suggests that this school head
prefers to find solutions by imposing and weighing his
own will and position.
Overall, the data suggests that school heads use a
range of conflict management strategies depending on
the situation and the parties involved. They are more
likely to use accommodating and cooperating
strategies, which reflect their willingness to work with
their teachers to find solutions that benefit everyone
involved. The use of compromising and avoiding
strategies is less common, but still shows that school
heads are willing to adjust their approach depending
on the circumstances.
To address these conflicts, various conflict resolution
strategies have been proposed in the literature. In a
study by Saavedra and Kwakman (2011), they
recommended the use of mediation as an effective
conflict resolution method in schools. Mediation
involves a neutral third party who facilitates
communication between conflicting parties to find a
Maxima R. Marquez
mutually acceptable solution. This approach can help
to promote understanding and collaboration among the
school's stakeholders.
Another conflict resolution strategy recommended in
the literature is coaching and mentoring. This approach
involves providing support and guidance to teachers to
improve their performance and address conflicts. A
study by LaBoskey (2010) highlighted the
effectiveness of coaching and mentoring in addressing
conflicts in schools. The study found that coaching and
mentoring can help teachers to develop new skills and
attitudes, which can improve their performance and
reduce conflicts.
Therefore, in addressing the conflicts encountered by
the school heads in Santa Cruz South District, a
combination of mediation, coaching, and mentoring
may be effective. The conflicts identified may also
require specific strategies tailored to their unique
nature. By developing effective conflict resolution
strategies, school heads can create a positive and
productive environment for teachers, students, and
other stakeholders in the district.
Status of the Conflicts Encountered Based on The
Strategies Employed
Based on the data provided in Table 4, the status of
conflicts encountered by school heads can be analyzed.
The conflicts are categorized into different types, and
the number of conflicts that are solved, unsolved, or
lessened is presented. Additionally, the modal value of
each type of conflict is identified.
Based on the data, there are 25 types of conflicts that
school heads encounter. Out of these conflicts, 11
conflicts have been solved, while only one conflict
remains unsolved. The remaining 13 conflicts have
been lessened, which suggests that progress has been
made in resolving these issues.
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In terms of the modal value, 1 is the most common

modal value among the different types of conflicts.
This means that most of the conflicts encountered by
Table 4. Status of the Conflicts Encountered Based
school heads fall into the category of "solved." This
on The Strategies Employed by the School Head
suggests that school heads have been effective in
resolving most of the conflicts they have encountered.

It is also interesting to note that some types of conflicts

have a high number of lessened conflicts, which
indicates that school heads have been successful in
addressing these issues to some extent. For example,
conflicts related to poor classroom management,
ineffective use of teaching tactics, and inefficient
implementation of intervention or follow-up activities
have all been lessened. This suggests that school heads
have implemented effective strategies to address these
issues and have made progress in resolving them.

However, there are still some conflicts that remain

unsolved or have a high number of lessened conflicts,
such as late submission of reports, difficulty in
following instructions from the school head, lack of
concern for other school programs and projects, and
continued tardiness. These conflicts may require
further attention and strategies to fully resolve.

Overall, the data suggests that school heads have been

effective in addressing conflicts encountered in their
schools. However, there are still some areas where
improvement is needed, and further attention is
required to fully resolve these conflicts.

During the interview, the researcher inquired whether

there is a conflict resolution program that has been
implemented in the school. Out of the 20 respondents,
8 answered affirmatively while 12 answered
negatively.

The researcher asked a follow-up question during the

interview, inquiring about the conflict resolution
program implemented in their school. The 8
respondents who answered "yes" shared their input on
the program. They mentioned that mentoring with
teachers and monitoring with the help of master
teachers were implemented. They also stated that
technical assistance and mentoring programs were
provided to teachers, particularly in the delivery of
instruction. Coaching and mentoring were also
mentioned. One respondent shared that a grievance
committee was created for major or serious conflicts,
while for minor conflicts, casual conversations or post-
conferences were held, especially if they were related
to the delivery of instruction. Another respondent
mentioned a coaching approach, wherein they coach

Maxima R. Marquez 1422/1425

Psych Educ, 2023, 9: 1413-1425, Document ID:2023 PEMJ827, doi:10.5281/zenodo.8086387, ISSN 2822-4353
Research Article
teachers to realize the disadvantages of not preparing
instructional materials. The interview also touched on
how the program is implemented and who are the
persons involved in its implementation.
Meanwhile, the respondents who answered "no" to
having a conflict resolution program in their school
provided various ways of addressing conflicts. One
said that they have to talk directly to the teacher,
clarify the source of the conflict, discuss the issue from
their point of view, and identify a solution. Another
mentioned having good communication with the
teacher and using a gentle approach. A few mentioned
having close door conferences and using a friendly
approach, while others used memorandums or verbal
approaches. One respondent mentioned using a buddy
system/mentoring/coaching to improve the teacher's
performance, while another used observation notes and
discussed them in post conferences. Some respondents
mentioned using FGDs, one-on-one conferences, and
school meetings to address conflicts, with a focus on
explaining and internalizing solutions and boosting
self-confidence. Overall, the respondents who
answered "no" had different methods of addressing
conflicts, but all involved open communication and a
willingness to work with the teacher to find a solution.
The findings of the study are positively related to
several studies and literature.
According to a study by Menninga et al. (2018),
effective conflict management strategies employed by
school heads can lead to positive outcomes in terms of
reducing the frequency and intensity of conflicts in
schools. However, the study also found that some
conflicts persist despite the efforts of school heads and
require ongoing attention and support.
Similarly, the work of Kim and Chun (2020)
highlights the importance of ongoing professional
development for school leaders in the area of conflict
resolution, as well as the need for a whole-school
approach to managing conflicts in educational settings.
This approach involves not only the school head, but
also teachers, parents, and students working together
to develop strategies for preventing and addressing
conflicts.
Further, a study by Tschannen-Moran et al. (2016)
suggests that effective communication skills are
critical for school leaders in managing conflicts.
School heads who are able to communicate clearly and
effectively with all parties involved in a conflict are
more likely to achieve positive outcomes and reduce
the likelihood of future conflicts.
Maxima R. Marquez
Overall, while the data suggests that school heads have
been effective in addressing conflicts in schools, there
is still a need for ongoing attention and support in this
area. Ongoing professional development, whole-school
approaches, and effective communication skills are all
critical factors in successfully managing conflicts in
educational settings.
Conclusion
Based on the information provided on Conflict
Management Strategies of School Heads in Santa Cruz
South District, it can be concluded that conflicts are
prevalent in the workplace, specifically in schools, and
are caused by various factors such as teachers'
attitudes, behavior, and personal issues. The conflicts
identified include poor classroom management,
ineffective use of teaching tactics, late submission of
reports, and difficulty in following instructions from
the school head.
To address these conflicts, school heads have
employed different conflict management strategies,
with accommodating being the most commonly used,
followed by cooperating and compromising. The least
used strategy is avoiding. School heads prioritize
maintaining a good relationship with their teachers and
have been effective in resolving most conflicts,
especially those related to poor classroom management
and ineffective teaching tactics.
However, there are still conflicts that require further
attention and strategies to be fully resolved. The data
indicates that school heads have implemented effective
strategies in addressing conflicts encountered in their
schools, but there is still room for improvement. A
conflict resolution program has been proposed to
address these issues. While some school heads have
already implemented various strategies to address
conflicts, others have not.
Overall, the findings of this study can be helpful in
improving conflict management practices in schools. It
suggests that conflict resolution programs should be
implemented, and school heads should continue to
strive for effective conflict management strategies to
ensure a harmonious work environment.
Based on the aforementioned conclusions, the
following recommendations are hereby offered;
Develop effective conflict management skills such as
active listening, problem-solving, empathy, and clear
communication. Collaborative conflict management
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Research Article
approaches, such as mutual problem-solving and
mediation, can also be utilized. School heads should
ensure that staff members are aware of school policies
and DepEd orders and encourage compliance to avoid
conflicts arising from disobedience. Additionally, it is
recommended that school heads provide support and
resources for teachers who may be struggling with
personal issues that affect their job performance.
Encouraging a positive school culture that prioritizes
teamwork and mutual respect can also help prevent
conflicts from arising.
Develop a comprehensive conflict resolution
program. The study shows that conflicts in schools
are common and require attention to maintain a
harmonious work environment. Therefore, a
comprehensive conflict resolution program should be
developed to provide guidance to school heads and
teachers on how to manage conflicts effectively.
Conduct regular observation of classes. This
initiative ensures improved teaching practices
especially for frequently encountered conflicts like
teachers unreadiness on instructional materials during
informal observations. When the observation of
classes is habitually done, and the provision of
technical assistance is done on a regular basis, teachers
will prepare appropriate teaching materials regularly.
Provide training for school heads and teachers on
conflict management. It is essential to provide
training for school heads and teachers on effective
co n flict m anag em en t s tr at eg i es, such as
communication skills, negotiation techniques, and
problem-solving approaches.
Foster a culture of open communication. Encourage
school heads and teachers to communicate openly and
honestly with each other to prevent conflicts from
escalating. . This is also the best way on how to
address unsolved issue or conflict where some teachers
have no initiative for self improvement.
Address underlying issues causing conflicts. The
study shows that conflicts in schools are caused by
various factors such as teachers' attitudes, behavior,
and personal issues. Therefore, it is essential to address
underlying issues that cause conflicts, such as
providing support to teachers dealing with personal
problems.
Implement regular conflict resolution assessment.
Regular assessments of the conflict resolution program
should be implemented to evaluate its effectiveness
and identify areas for improvement.
Maxima R. Marquez
Create a conflict resolution committee. A committee
comprising of school heads, teachers, and other
relevant stakeholders should be established to oversee
the implementation of the conflict resolution program
and address any issues that arise.
Encourage feedback from teachers and student.
Encourage teachers and students to provide feedback
on the effectiveness of the conflict resolution program
and identify any areas that need improvement.
Effective conflict management is crucial for
maintaining a positive work environment in schools.
The recommendations outlined above, if implemented,
can help school heads in Santa Cruz South District
develop effective conflict resolution strategies and
create a harmonious work environment for teachers
and students alike.
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Affiliations and Corresponding Information
Maxima R. Marquez
Marinduque State College - Philippines
1425/1425