INTRODUCTION

Nature and Importance of the Study

Conflict is a tension between two or more social entities (individuals,

groups or large organizations) that arise from incompatibility of actual and

desired responses. Conflict can, therefore, be seen as the interaction of

interdependent people who perceive incompatible goals and interference from

each other in achieving those goals. Conflicts have become part and parcel of

human organizations world over (Weerarathna, 2017).

According to Albert (2001) conflicts may be caused by competition for

inadequate resources, contradicting value system, psychological needs of

group and individuals, manipulation of information and perception. Conflict is

part of a school because teachers have varying ideas about issues, they have

different backgrounds and their experiences are different. These differences

can cause so much damage to the school if they are not well managed; hence

the importance of conflict resolution strategies to school heads.

Conflict management is what we do when we identify and deal with

conflict in a reasonable manner. To manage conflict, skills like effective

communication and negotiation are needed. The term conflict management

has become an ever-expanding umbrella that is used to cover a variety of

approaches. Conflict management teaches life skills, negotiation strategies,

mediation skills. Different studies have been done to explore Conflict

Management.

According to Katz. N.H & Lawyer. J.W. (1993) managing conflict at

school has been an age-old challenge for educators. Conflicts are a natural
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part of life and therefore a natural part of school life as well. Being the leader

of a school for many years, faced many challenges; among them was the

conflict management among students and now it was the time to empirically

observe handling such situations by other experienced leaders.

Conflict management is a significant and unavoidable part of a

manager’s role in an organization. Employees need conflict management

skills to manage themselves, make decisions, and work effectively in the ever-

increasing team environment of todays’ organizations (Lang, 2010).

On the other hand, stress is a state of mental or emotional strain or

tension resulting from adverse or demanding circumstances (English Oxford

Living Dictionaries/https://en.oxforddictionaries.com).

Management stress is all about taking charge: taking charge of your

thoughts, your emotions, your schedule, your environment, and the way you

deal with problems. The ultimate goal is a balanced life, with time of work,

relationships, relaxation, and fun – plus the resilience to hold up under

pressure and met challenges head on.

Stress management starts with identifying the source of stress in your

life. This is not as easy as it sounds. Your true sources of stress are not

always obvious, and it’s all too easy to overlook your own stress-inducing

thoughts, feelings, and behaviors. Sure, you may know that you are

constantly worried about work deadlines. But maybe it’s your procrastination,

rather than the actual job demands, that leads to deadline stress

(https://www.brainline.org).
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Andrea, (2006), opined that the problem of conflict and stress among

school heads is a global problem. The common types of conflicts and stress

that arise in schools include the one between the students on one hand and

the school authority on the other. Other forms of conflict include interpersonal

conflicts among staff and as well as the students.

Likewise, Abubakar (2005) cited several types of conflicts identified in

the schools are student-staff conflict, student-student conflict, student

principal conflict and community- school conflict.

At schools conflicts and stress may be experienced in many issues

such as distribution of work among personnel, financial resources, in and out

of class teaching activities and practices, rewards, punishment, assessment

practices, use of power-authority, being late for class, leave of absences,

political views, negative personal attitudes, passing grade levels and scoring

system, issues regarding the legislation, student behaviors, dress code,

assignments and placements for staff and distribution of resources (Karip,

2000).

School’s administrators are managers and they should be able to

manage conflict and stress effectively rather than suppress or avoid them. In

managing conflicts or stress, it is pertinent to know the causes of such

conflicts and stress and the influence it will have on the school system.

Methods of resolving conflict include compromising, accommodating,

collaborating, avoiding and competing (Folger, Poole and Stutman, 1997).

In consonance, Dr. Akinnubi (2012) stressed that the personal

characteristics of a school leader remain essential factors in conflict

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management in the school system. Age, qualification, marital status and the

likes are factors that determine the extent to which a school principal is able to

achieve the school goals through effective management of conflict and stress.

Over the years, studies have shown that the administrative functions of

principals and administrators keep on increasing as the school and

educational policy changes all over the world (Borg and Riding 1993).

On the other hand, the study of Cruz, Villena, Navarro, Belecina &

Garvida (2016) revealed as perceived by the school heads themselves,

teacher and senior students, the level of managerial performance of

secondary school heads is very satisfactory in the different areas of school

management.

Likewise, Nwamuo (2013) who in their study “principals perceptions of

stress and stress management strategies by junior secondary school

principals in Abia state Nigeria” established that principals experience stress

and to some extent, stress influences principals’ performance negatively and

in some cases it rarely affects principals’ functioning.

However, the limited number of conflict and stress management

policies in the schools is one of the gaps that the schools would like to

address.

This paper, therefore, aimed to examine the conflict and stress

management in schools and how it improves the performance among school

heads in Caibiran District, Caibiran, Biliran.

Objectives of the Study

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This study is generally aimed to determine the conflict and stress

management in relation to the performance of the school heads in Caibiran

Districts.

Specifically, it sought to achieve the following objectives:

1. Determine the demographic profile of school heads in terms of:

1.1 age;

1.2 sex;

1.3 civil status;

1.4 educational attainment;

1.5 number of years as school heads; and

1.6 number of faculty and staff.

2. Identify the types of conflicts experienced by the school heads.

3. Identify the types of stress experienced by the school heads.

4. Identify the conflicts and stress management utilized by the school

heads.

5. Determine the performance of school heads as perceived by the

teachers.

6. Evolve a conflict and stress Management coping mechanisms.

Theoretical and Conceptual Framework

This section presents the theoretical and conceptual framework of the

study which provided the foundation for this research.

Theoretical Framework. The study is anchored on the theory espoused

by Atkinsons (2013) known as the “Group-Conflict Process Theory.”

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Group-conflict process theory assumes that organizations exhibit a

tension between two or more individuals, groups or large organizations that

arise from incompatibility of actual and desired responses. Group-conflict was

seen as the interaction of interdependent people who perceive incompatible

goals and interference from each other in achieving those goals like the level

of performance.

Likewise, this theory is applied to the study on conflict and stress

management vis-à-vis performance of the school heads in Caibiran Districts.

The interferences in achieving the goals of the schools and achieving high

performance among school heads were influenced by group conflicts.

Conceptual Framework. This study deals on the conflict and stress

management vis-à-vis performance of school heads in Caibiran Districts. It

attempts to determine the personal profile of school administrators in terms of

age, sex, civil status, educational attainment, number of years as school

administrator, and number of faculty and staff. Likewise, it attempts to find out

the conflicts and stress experienced by the school heads and the conflicts and

stress management utilized by the school heads. The performance of school

heads as perceived by the teachers will be the dependent variables. Finally,

the proposed conflict and stress management coping mechanisms is hoped to

improve the performance of the school heads in Caibiran Districts.

Figure 1 shows the conceptual framework of the study.

Demographic Profile of the School Heads

 Age
 Sex
 Civil status
 Educational attainment
 Number of years as school administrator
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 Types of Conflict Experienced

 Types of Stress Experienced
 Conflict and Stress Management Utilized
 Performance of school heads as perceived by
the teachers.

Improved Performance of the School Heads

Figure 1. The conceptual framework of the study.

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Review of Literature

Conflicts can be defined as interactive process that began manifested

in incompatibility, disagreement or dissonance within o between individuals,

groups, organizations or any other social entity (Rahim, 2001).

According to Opatha (2015) definition, conflicts as a disagreement at

least between two persons or parties with relevant to important thing which is

an interesting thing to both parties. Same author mentioned that conflict can

be referred as dispute, fight, struggle or turmoil as well.

Afzal (2009) defined conflicts as any disagreement between two or

more persons, groups, nations and countries.

Likewise, Robins and Judge (2013) stated that conflict is a process that

begins when one party perceives that another party has negatively affected,

or is about to negatively affects, something that the first party cares about.

Corvette (2007) contends that conflict exists wherever, and whenever

there is an incompatibility of cognitions or emotions within individuals or

between individuals. Moreover, this author avers that conflict arises in

personal relationships, in business and professional relationships in

organisations, between groups and organisations, and between nations. It is

the perception or belief that opposing needs, wishes, ideas, interests, and

goals exist that create what we commonly call conflict. Conflict is everywhere,

and it is inevitable. It arises from many sources. In addition to being the

antecedent for negotiation, conflict may also

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arise during negotiation. The subject of conflict is large and complex. Conflict

if misdiagnosed, can lead to a spiral of antagonistic interaction and

aggravated, destructive behaviour.

In the study of Msila (2012), schools are prone to conflicts and

breakdown in communication especially in an age where all role-players are

aware of their rights. School-based conflict can be ignited by a number of

aspects. Yet school principals as managers are expected to be able to

creatively address conflicts in their schools.

Likewise, school managers and leaders need to understand what is

entailed in conflict management and need high conflict competence to be able

to be effective in their schools. When conflict managers have determined and

defined the nature of the conflict in a conflict situation, they try and find ways

of resolving it. Various conflict writers have highlighted various ways of

resolving these conflict situations. Many of these are relevant in school

situations (Msila, 2012).

In relation with this, Runde and Flanagan (2010) examine the need for

leaders and managers to develop conflict competence if their organisations

are to prosper. School principals who can differentiate between functional and

dysfunctional conflicts will know how to act in times of conflict. When leaders

have self-awareness, they are more likely to have this quality.

According to Beggy (2003) conflict is part and parcel of the school and

the school cannot shy away from it, because it is experienced daily in the

teaching and learning process. It is demanded of the principal to use his

personal characteristics to proffer plausible solutions to grievances that

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emanate as a result of conflict among the school personnel so that the school

goals and objectives will not be hindered.

Maleke (2003) also pointed out that the smooth running or failure of a

school is attributed to the principal’s personal characteristics.

Also, Vivar (2006) stressed that it is critical to select the appropriate

approach for each conflict situation as different strategies may lead to

different outcomes. The principal’s qualification is a good determinant of how

he or she manages conflict in the school system.

In the same vein, Yolk (2010) concluded that principals with higher

qualifications tend to perform better in conflict management in the school

system. Also, principal’s teaching experience can be traced to the way

conflict is managed in the school in order to achieve the school goals and

objectives.

In support, Bass (2003) submitted that principals with longer teaching

experience perform better than their colleagues when it comes to resolving

conflicts within the school. Significant relationship existed between principal’s

sex and conflict management in secondary schools.

Likert (1999) submitted that male principals perform more efficiently

and effectively in conflict management in an organization than female

counterparts.

School managers and leaders need to understand what is entailed in

conflict management and need high conflict competence to be able to be

effective in their schools. When conflict managers have determined and

defined the nature of the conflict in a conflict situation, they try and find ways
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of resolving it. Various conflict writers have highlighted various ways of

resolving these conflict situations. Many of these are relevant in school

situation. Effective school principals will have the qualities highlighted in

conflict literature. Blake and Mouton (1964) Identified five conflicts solving

strategies; smoothing, compromising, forcing, withdrawal and problem

solving.

Dana (2001) perceives these six dimensions as elements that are

necessary to be able to analyze conflict well. There are many similar theories

that analyze conflict resolution and management.

Furthermore, Dana (2001) avers that leaders need to comprehend

structure to be able analyze conflicts well.

On the other hand, Anderson. (1996) contend that negotiation is one of

the most common techniques for creating agreements during conflict

situations. Furthermore, these authors cite Putnam who defines negotiation as

a type of conflict management characterized by an exchange of proposals

and counterproposals as a means of reaching a satisfactory settlement.

The Harvard Business Essentials publication (2003) concur with the

above definitions when they aver: Negotiation is the means by which people

deal with their differences. Whether those differences involve the purchase of

a new automobile, a labor contract dispute, the terms of a sale, a complex

alliance between tow companies, or a peace accord between warring nations,

resolutions are typically sought through negotiations. To negotiate is to seek

mutual agreement through dialogue. Negotiation is an ever-present feature of

our lives both at home and at work. Negotiations also present a form of
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conflict management that is more consciously controlled. Yes although

negotiation involves more controlled communication than other conflict

situations, the overall process is marked by greater ambiguity because of the

stakeholders‟ lack of control over the outcome (Anderson. 2003). Negotiations

are sometimes plagued by pitfalls that might hinder any success in resolving

the conflict situation.

Likewise, Snodgrass and Blunt (2009) assert that unmanaged conflict

can create dysfunctional schools which deprive learners of their rights to

citizenship through free and equal education.

Although workplace conflict is inevitable in work groups and

organizations, researchers and managers have rarely attempted to

understand whether conflict is universally harmful or whether it might be

beneficial to both individuals and organizations. In general, organizational

conflict theorists have suggested that conflict is detrimental to team

effectiveness and organizational functioning and they have focused much of

their attention on the causes and resolution of conflict (Glazer and Beehr

2005; Hamilton et al. 1993).

In a study of Msila (2012) on conflict management and school

leadership, it was found out that few principals are prepared adequately for

conflict management. They tend to misunderstand the role of conflict and

maintain that it should be immediately avoided or halted. The

recommendations is the need to empower school principals with conflict

management training before they assume their leadership positions.

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Meanwhile, Dana (2001) avers that leaders need to comprehend

structure to be able analyse conflicts well. There are six parts of conflict

structure that people can pay attention to: 1) interdependency – How much do

parties need one another? 2) number of interested parties- How many distinct

parties, individuals or groups have an interest in how the conflict is resolved?

3) constituent representation-Do the parties represent the interests of other

people who are not personally or directly involved in the process of resolving

the conflict? 4) negotiator authority- If the parties consist of more than one

individual, say a department within an organisation, is the person or team of

people who represent the interests of that department within an organisation,

is the person or team or team of people who represent the interests of that

department able to make concessions or reach creative solutions without

going back to their constituents for approval? 5) critical urgency-Is it

absolutely necessary that a solution be found in the very near future to

prevent disaster? 6) communication channels-Are parties able to talk to each

other face to face in the same room. Dana perceives these six dimensions as

elements that are necessary to be able to analyse conflict well. There are

many similar theories that analyse conflict resolution and management.

Occupations were differentiated in Kahn's studies in terms of the

degree or 38 frequency of role conflicts. Management and supervisory

positions had a 38 higher frequency of role conflicts than did nonsupervisory

jobs. For a school administrator, there are a large number of "role senders"

thereby increasing the potential for role conflict and pressures. Within the
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organizational boundaries of a school are the following role senders:

classroom teachers, special education teachers, substitute teachers, teacher

aides, specialists or consultants, office staff, maintenance personnel, cafeteria

staff, individual parents and students. External to a particular school building

are role senders such as: district office superiors, school board members,

other principals, staff administrators (supervisors of media/ libraries, special

education, vocational education, and community education, curriculum, and

transportation), bus drivers, teacher organizations and the bargaining unit,

district-wide staff personnel, classified employees bargaining unit(s),

professional administrative organizations, city officials and employees

including police and fire, school clubs and activity groups, athletic teams and

booster clubs, and parent organization(s). The role senders/clients, both

within and outside the school organization, are not monolithic in their

demands and expectations but instead within each role sender group,

members differ in their expectations and demands (Khan, 2003).

Management stress is all about taking charge: taking charge of your

thoughts, your emotions, your schedule, your environment, and the way you

deal with problems. The ultimate goal is a balanced life, with time of work,

relationships, relaxation, and fun – plus the resilience to hold up under

pressure and met challenges head on.

Stress management starts with identifying the source of stress in your

life. This is not as easy as it sounds. Your true sources of stress are not

always obvious, and it’s all too easy to overlook your own stress-inducing

thoughts, feelings, and behaviors. Sure, you may know that you are
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constantly worried about work deadlines. But maybe it’s your procrastination,

rather than the actual job demands, that leads to deadline stress

(https://www.brainline.org).

It is important to note that challenges, difficulties or problems as they

are usually referred to, elicit tension or pressure which in real sense may

either be energizing or overwhelming to workers, female principals inclusive.

These facts were supported by Mbibi, Oluchiand Nwamuo (2013) who in their

study “principals perceptions of stress and stress management strategies by

junior secondary school principals in Abia state Nigeria” established that

principals experience stress and to some extent, stress influences principals’

performance negatively and in some cases it rarely affects principals’

functioning. Specifically, they found that stress hampers principals’ ability to

manage time well and meet deadlines, however stress rarely influences

principals’ feelings of inadequacy in performance at work, reduction in

effectiveness, having less interest in the job, persistent negative thoughts,

absenteeism and lack of concentration.

Studies world over have revealed that many strategies work for school

administrators in coping with stress. Such strategies include: use of humour

or laughter, venting, prayer, physical exercise (jogging, swimming and

cycling), prioritization of tasks, time management, reduction of work overload,

planning work and working plan (scheduling time for work and sticking to your

work unless a real emergency like fire, flood, earthquake gets your way),

giving up, self-control, confrontation, expert assistance, delegation, social

support, eating balanced diet, socializing with colleagues and sharing

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problems (Gebrekirstos, 2015; Mbibi et al., 2013; Altnagerel et al., 2015;

Appley 1967; Cherniss, 1980; Health Promotion Research Trust, 1989; Health

and Safety Commission, 1990; Kyriacou, 1980; Selye, 1956 & Simpson,

1987).

According to Patnaik et al. (2014), stress has been associated with

every human life and is there to stay for all times to come. Right from birth

every individual is undoubtedly exposed to various stressful situations.

However, stress is not always bad. Some stress is always necessary to

motivate and stimulate us. Hence, stress of certain level is very beneficial.

Stress-management research conducted by Bunce, and West (1996)

found that many successful intervention programs begin by building

participants’ knowledge and awareness of stress and burnout. Awareness

sessions presented in a non-threatening environment provide participants with

updated information about the nature, signs, causes, and symptoms of stress.

For example, one stress management training program for school should

focus on the definition of stress on students and teachers. However, the

realization that you are in control of your life is the foundation of stress

management. A stress journal can help participants to identify the regular

stressors in their life and the way to deal with them (West, 1996).

Research found that tension and work stress generally lead to negative

psychological, physical, and behavioural changes in individual employees

(Hon and Kim 2007).

When a school head is confronted with a situation that poses a threat,

such as conflict between team members or increasing pressure and job

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demands that become overwhelming, such stressful situations are reasonably

expected to be negatively associated with job attitudes and work performance

(as well as such outcomes as low morale, burnout, absenteeism, and

voluntary turnover (Glazer and Beehr 2005).

Cavanaugh et al. (2002) proposed two dimensions of work stress:

challenge-related stress and hindrance-related stress. Challenge-related

stress is defined as stress arising from meeting a challenge and the resulting

feelings of fulfilment or achievement, such as heavy work-load and time

pressure in work tasks. Hindrance-related stress refers to stress that involves

excessive or undesirable constraints that hinder an individual’s ability to

achieve valued goals, such as organizational politics and red tape. Because

challenge-related stress can promote personal growth and achievement, it is

regarded as positive because such stress is not debilitating and is associated

with high performance. In contrast, hindrance-related stress is seen as

negative, because it constrains personal development and work-related

accomplishments. Such stress is usually keenly felt and is associated with

poor outcomes (Lepine, Podsakoff, and Lepine 2005).

Several research studies have found that school administrators are

experiencing significant job related stress. A consistent pattern in these three

studies was that senior high and junior high school principals reported

considerably more job stress than did elementary school principals (Yahaya &

Hartika, 2001).

Also, Kahn's (2009) research on occupational stress found role

ambiguity to be significantly related to: sense of futility, job related tension, job
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dissatisfaction, and low self-confidence. Low trust of others and low liking for

co-workers were associated with subjects reporting role ambiguity in research

by Qg Kahn. The primary outcome of role ambiguity was poor

communications and poor interaction between workers, leading to lower job

satisfaction.

Further, the accumulation and interaction of role pressures on the

school administrator "give rise to psychological stress which can result in

lowered job satisfaction and dysfunctional behavior". The disparity of

philosophy, values, interests and demands of the role senders places the

school administrator in a position of having to reject the demands of some role

senders and to undertake compromises. The discrepancies in role

expectations then may lead to interpersonal problems or conflicts. Taking a

broader perspective on role expectations and pressures, the self-imposed role

demands and expectations of the school administrator and of the

administrator's family need to be taken into consideration. The administrator's

philosophy, values, needs, and personal and professional interests will, at

times, be in direct conflict with the demands of important role senders such as

school board members (Khan, 2003).

In studies of school administrator stress factors, stressors reflecting

"overload" are generally ranked the highest in stress intensity. ' Among fifteen

job related stressors, the highest two stressors were: "Think that the amount

of work you have to do may interfere with how it gets done" and "Feel that you

have too heavy a workload, one that you can't possibly finish 76 during an

ordinary day". The latter stressor ranked eighth out of 87 thirty-five in another
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study of school administrator stress. The overload effect of time constraints

was reflected in the second and third most stressful work activities of

"meetings taking up too much time" and of attempting to "complete reports

and other paper work on time". The most stressful activity reported by Oregon

administrators was: "Complying with state, federal, and organizational rules

and policies." This stressor manifests the significant role expansion of a

school administrator with regards to the increasing involvement with fulfilling

mandates of court decisions (e.g., on integration and bussing) and of

governmental agencies (e.g., on policy and financial accountability). These

studies exemplify how demanding and time consuming it is to be a school

administrator. How do administrators feel about the apparent sacrifices which

their job may require? High school principals and vice principals reported

significantly more dissatisfaction and stress from overload stressors and time

constraints than did principals at other levels. Of Ohio administrators who

responded, 33 percent expressed dissatisfaction with the amount of leisure

time they had. Concerning the amount of time the respondents have with their

family, 33 percent expressed dissatisfaction. About 40 percent were

"somewhat satisfied" and about 27 percent were "satisfied" with their leisure

time and family time (Russek and Zohman, 2005).

MATERIALS AND METHODS

Research Design

The study will use the descriptive design in order to attain the

objectives of the study. According to Best (1989), this approach is

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appropriate because it involved description, recording, analysis, and

interpretation of the prevailing conditions and concerns or relationships that

may exist on variables under study.

Local and Study Respondents

The researcher will conduct this study in the Department of Education,

Caibiran Districts. The study will cover only the 50 schools with 50 school

heads and 84 teachers as respondents to be chosen through random by the

researcher.

Data Gathering Procedure

The researcher will use the survey questionnaire as the main tool in

gathering the data from the respondents. The instrument was designed to

gather information based on the objectives of the study. According to

Sobrepena (2015), this instrument or tool are ways of gathering data, without

them, the data would be impossible to put in hand.

Data Analysis

The statistical treatment of data will be utilized by the researcher in

arriving the findings of the study as it helped him also to interpret the findings

of the study. In this study the researcher will use the descriptive statistics such

as frequency, percentage and weighted mean.

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RESULTS AND DISCUSSION

Demographic Profile of School Heads

This section presents the personal profile in terms of age, sex, civil

status, educational attainment, number of years as administrator, and number

of faculty and staff. Table 1 shows the personal profile of the respondents.

Age. Table 1 revealed the age of school heads of which twenty (20) or

forty percent (40%) of the school heads belonged to age bracket 40-49 and

50-59 years, only ten (10) or twenty-percent (20%) of the school heads

belonged to age bracket 20-39, while zero (0) for age bracket 60 years old

and above.

This means that most of the school heads were already of age.

This implies that they have already acquired enough experiences in

terms of dealing various conflicts and stresses that occur in schools which will

be helpful for the school heads in terms of decision making. In the study of
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Shield (2007), young principals indicated a higher degree of stress than their

colleagues in almost every category. This is probably because of their lack of

experience because of their young age.

Table 1

Demographic Profile of the School Heads

Age f %
20-39 years (young) 10 20.00
40-49 years (middle age) 20 40.00
50-59 years (matured) 20 40.00
60 years & above (seniors) 0 0.00
Total 50 100.00
Sex f %
Male 5 10.00
Female 45 90.00
Total 50 100.00
Civil Status f %
Single 5 10.00
Married 45 90.00
Separated 0 0.00
Total 50 100.00
Educational Attainment f %
College Degree 0 0.00
Masteral Units 15 30.00
CAR 25 50.00
Masters Degree 10 20.00
Doctoral Units 0 0.00
Doctorate Degree 0 0.00
Total 50 100.00
Number of years as school head f %
1-10 years 35 70,00
11-20 years 15 30.00
21-30 years 0 0.00
30 years above 0 0.00
Total 50 100.00
Number of faculty and staff f %
Less than 20 45 90.00
21-50 0 0.00
More than 50 5 10.00
Total 50 100.00
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Sex. Table 1 have also shown the sex of the school heads of which

forty-five (45) or ninety percent (90%) were female and only five (5) or ten

percent (10%) were male.

This means that most of the school heads were female. This implies

that these female school heads would always be prepared to deal with

conflicts and stress. In the study of conducted by the American

Psychological Foundation, it was found out that almost half of all women (49

percent) surveyed said their stress has increased over the past five years,

compared to four in 10 (39 percent) men.

This implies that more women were promoted as school heads than men

maybe because of their capacity to control their temper compared to men.

However, in the study of Shields (2007), women felt more stressed

than their male counterparts. It is probably because most women have

leadership roles than men.

Civil status. Table 1 above have also revealed the civil status of the

school heads of which forty-five (45) or ninety percent (90%) were married,

five (5) only or ten percent (10%) were single, while there was no separated

one.

This means that the position of school heads in Kananga Districts were

occupied by married individuals. This implies that maybe married individuals

are more capable of handling stress than single individuals. This finds support

in the study of the American Psychological Society which found that married

women report higher level of stress than single women, with one-third (33

percent) reporting that they have experienced a great deal of stress in the
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past months (8,9 or 10 on a 10-point scale) compared with one in five (22

percent) of single women.

Educational attainment. As shown in Table 1 above, the educational

attainment of most of the school heads. Finished the Certificate of Academic

Requirement (CAR) got a frequency of twenty-five (25) or fifty percent (50%),

having masteral units got a frequency of fifteen (15) or thirty percent (30%),

while a masteral degree got a frequency of ten (10) or twenty percent (20%),

and attained college degree only, with doctoral units and a doctorate degree

got a frequency of zero (0).

This means that most of the school heads have completed their

certificate of academic requirement (CAR) which is already sufficient

requirement to become a school head. This implies that the job as school

heads only require at least a certificate of academic requirements to be able

to handle the job well. As a school head, you will have the opportunity to

demonstrate your knowledge of effective classroom instruction techniques

because school heads monitor and coach their teachers. School heads are

expected to care about their schools, staffs and the entire campus. Likewise,

completing the master’s degree would provide greater opportunity for future

promotion.

Number of years as school head. As revealed in Table 1 above, the

number of years as school heads which ranged from 1-10 years got a

frequency of thirty-five (35) or seventy percent (70%), while the range 11-20

years in service got a frequency of fifteen (15) or thirty percent (30%) and

ranged 21-30 and 30 years and above got a frequency of zero (0).
 PAGE \* MERGEFORMAT 21

This means that most of the school heads were still new in the position.

This implies that the school heads have only low experience in terms of

handling conflict and stress in schools. In a study of Shield (2007) stressed

that inexperienced principals of schools indicated a higher degree of stress.

Number of faculty and staff. Table 1 above have likewise disclosed the

number of faculty and staff of the school to which a school head is assigned.

The number of faculty and staff which ranged from 1-20 got a frequency of

forty-five (45) or ninety percent (90%), the number of faculty and staff that

ranged from 50 and above got a frequency of only five (5) or ten percent

(10%), while number of faculty and staff which ranged from 21-50 got a

frequency of zero (0).

This means that most of the school heads have managed the schools

with only few number of faculty and staff. This implies that the number of

conflict and stress to be managed by the school heads are only minimal.

The average weighted mean of 3.07 signifies that the conflicts

experienced by the school heads are in moderate level. This implies that the

conflicts experienced by the school heads are but only normal.

Types of Conflicts Experienced by the School Heads

This section presents the types of conflicts experienced by the school

heads in schools. The data is presented in Table 2 below.

As illustrated, the highest weighted mean obtained was 4.2, signifying

that the school heads have experienced the conflicts in terms of employees

were moved to different schools/department. On the other hand, the lowest

 PAGE \* MERGEFORMAT 21

weighted mean of 2.3 suggests that the school heads have moderately

experienced the conflicts about bullying in school.

Table 2

Types of Conflicts Experienced by the School Heads

Indicators WM DI
Moderately
1. Personal insults/attacks 3.1
Experienced
Moderately
2. Sickness/absence 3.0
Experienced
Moderately
3. Cross-department conflict 3.0
Experienced
4. Bullying in school 2.3 Not Experienced
5. People left the organization 2.5 Not Experienced
Moderately
6. People were fired 2.7
Experienced
7. Employees were moved to different
4.2 Experienced
schools/department
Moderately
8. Project failure 3.1
Experienced
9. The limited resources 4.1 Experienced
Moderately
10. The interdependent work activities 3.4
Experienced
11. The differentiation of activities 3.6 Experienced
Moderately
12. The communication problems 3.4
Experienced
Moderately
13. The differences in perceptions 3.0
Experienced
Moderately
14. The environment of the organization 3.4
Experienced
Moderately
15. Individual differences 2.7
Experienced
Moderately
16. Unclear authority structures 3.0
Experienced
17. Differences in attitudes 3.8 Experienced
Moderately
18. Task symmetries 3.0
Experienced
Moderately
19. Control over resources 2.8
Experienced
Moderately
20. Different preferences and nuisances 2.8
Experienced
21. Different values 2.4 Not Experienced
 PAGE \* MERGEFORMAT 21

22. Different beliefs 2.4 Not Experienced

23. The nature of relationship between the Moderately
3.0
parties Experienced
Moderately
AWM 3.07
Experienced
This finds supports in the study of Msila, V. (2012) that conflict was

sometimes necessary because it could help in changing the internalized

cultures in the school. However, according to him, that conflicts will create

cliques in the staffroom, suspicion, breakdown in communication as well as

low morale, hence, it should be managed well.

Types of Stress Experienced by the School Heads

This section presents the types of stress experienced by the school

heads as presented in Table 3 below.

Table 3

Indicators WM Description
1. Cannot honestly say what really Moderately
3.1
get things off my chest at work Experienced
2. Job’s lot of responsibility 4.6 Highly Experienced
3. Could not usually do a much better
4.0 Experienced
job because of limited time
4. Seldom receive adequate
Moderately
acknowledgment or appreciation 3.2
Experienced
when my work is really good
5. In general, not particularly proud or Moderately
3.4
satisfied with my job Experienced
6. Have the impression that I am
Moderately
repeatedly picked on or discriminated 2.8
Experienced
against at work
7. My workplace environment is not Moderately
3.5
very pleasant or safe Experienced
8. My job often interferes with my
Moderately
family and social obligations, or 3.4
Experienced
personal needs
9. I tend to have frequent arguments Moderately
2.9
with superiors/co-workers or clients Experienced
 PAGE \* MERGEFORMAT 21

10. Most of the time I feel I have very Moderately

3.1
little control over my life at work Experienced
11. I am no longer happy with my Moderately
3.1
work Experienced
12. My work does not give me what I Moderately
2.8
want Experienced
13. My colleagues are not as brilliant
1.9 Not Experienced
as me
14. There are many problems in my
4.1 Experienced
school
15. The poor outcome of students 3.6 Experienced
16. Not cooperative members of my Moderately
3.0
team Experienced
Moderately
AWM 3.28
Experienced

As seen in the Table 3, the highest weighted mean obtained was 4.6,

signifying that the school heads’ job involved lots of responsibility. On the

other hand, the lowest weighted mean of 1.9 suggesting that the colleagues

are not as brilliant as the school heads represents as having not experienced

by the school heads.

The average weighted mean of 3.28 signifies that the stress

experienced by the school heads are just in moderate level for them. This

implies that the school heads already consider stress as part of their daily

lives, so they consider the problem as in moderate level as they already

became used to having it in their everyday tasks. Since stress is normal to

everyone, no one would consider it as a serious problem. However, if the

stress is unattended, it may cause serious problems.

This finds support in the study of Shields, M. (2007) that stress is part

of the work of the school heads. Stress is a normal part of life for everyone.

But too much stress can have serious consequences for the health. Some

stress is good and can trigger the fight-or-flight mechanism to help the person
 PAGE \* MERGEFORMAT 21

handle the emergencies. Stress is an unavoidable reality of life. But stress is

not always bad thing.

Conflict Management Utilized by School Heads

This section presents the conflict management utilized by the school

heads. Table 4 below shows the data.

Table 4

Conflict Management Utilized by School Heads

Indicators WM DI
1. Identify and address underlying
3.90 Utilized
tensions before things go wrong.
2. Provide more informal one-on-
one conversations with people they 3.51 Utilized
manage.
3. Act as mediators when conflict
3.60 Utilized
develops.
4. Provide more clarity over what is
3.70 Utilized
expected.
5. Be a model of the right behaviors. 3.81 Utilized
6. Provide more clarity over areas of
3.70 Utilized
responsibility.
7. Manage toxic individuals who
3.80 Utilized
create conflict more firmly.
8. Provide counselling for
4.60 Highly Utilized
employees in conflict.
9. Not let their own egos get in the
4.51 Highly Utilized
way.
10. Improved consultation in day-to-
3.90 Utilized
day management.
11. Raise the subject of possible
3.91 Utilized
conflict as part of business.
12. Provide improved work-life
3.80 Utilized
balance.
13. Nothing, it is inevitable 4.01 Utilized
AWM 3.90 Utilized

As shown in Table 4 above, the highest weighted mean obtained was

4.60, signifying that they utilized counselling for employees in conflict. On the
 PAGE \* MERGEFORMAT 21

other hand, the lowest weighted mean of 3.51 suggests that the school heads

have utilized more informal one-on-one conversations with the people they

manage.

The average weighted mean of 3.90 signifies that the school heads

have utilized the conflict management in schools. This implies that the school

heads were able to manage the conflicts to avoid its worst effect on their

performance. In the study conducted by Amaize and Onoyume (2007) states

that when conflict is not resolved or when resolution is delayed, properties,

lives and academic hours of unimaginable magnitude are lost. Further, Msila,

V., (2012) pointed out that for leadership excellence to be attained, school

heads need to manage the conflict effectively.

Stress Management Utilized by School Heads

This section presents the stress management utilized by the school

heads. Table 5 below shows the data.

Table 5

Stress Management Utilized by School Heads

Indicators WM DI
1. Spending leisure time with friends. 4.20 Utilized
2. Spending leisure time through travel. 4.30 Utilized
3. Mental visualization. 4.51 Highly Utilized
4. Relaxation through outing. Moderately
3.40
Utilized
5. Physical exercise. Moderately
3.50
Utilized
6. Spending leisure time at home with family. 4.70 Highly Utilized
7. Sharing problem related to job with spouse. 4.30 Utilized
8. Attending training and seminar to let go of the
4.40 Utilized
problem.
9. Joining in some creation and sports activities. 4.20 Utilized
10. Nothing, it is inevitable. 3.60 Utilized
 PAGE \* MERGEFORMAT 21

AWM 4.20 Utilized

As shown in Table 5, the highest weighted mean obtained was 4.70,

signifying that spending leisure time at home with family. On the other hand,

the lowest weighted mean of 3.40 suggests that the school heads moderately

utilized relaxation through outing.

The average weighted mean of 4.20 signifies that the school heads

have utilized the stress management in their schools.

This means that the school heads utilized the stress management.

This implies that the school heads have learned to manage the stress

and lead a happier, healthier lives. If one is living with high levels of stress,

you are putting your entire well-being at risk. Stress wreaks havoc on the

emotional equilibrium, as well as the physical health of a person. It narrows

the ability to think clearly, function effectively, and enjoy life. The effective

stress management, on the other hand, helps the person break the hold

stress has on his or her life, so he can be happier, healthier, and more

productive. This finds support in the study conducted by Sadri and Allison

(1997) that the school heads utilized stress management before it has a

negative effect on the subject.

Performance of the School Heads as Perceived by the Teachers

This section presents the performance of the school heads as

perceived by the teachers. The data is presented in Table 6 below in a rank

of order.
 PAGE \* MERGEFORMAT 21

As seen in Table 6 as taken from the OPCRF of the school heads, the

performance rating of 3.51-4.50 or ‘Very Satisfactory’ got the highest

frequency of thirty-five (35) or 41.67%. Followed by the performance rating of

2.51-3.50 or ‘Satisfactory’ which got the second highest frequency of twenty-

nine (29) or 34.52%.

Table 6

Performance of the School Heads as Perceived by the Teachers

Performance Rating F % Descriptive Rating

1.00 – 1.50 2 2.38 Poor
1.51 – 2.50 5 5.95 Fairly Satisfactory
2.51 – 3.50 29 34.52 Satisfactory
3.51 – 4.50 35 41.67 Very Satisfactory
4.51 – 5.00 13 15.48 Outstanding
Total 84 100.00

Then, followed by 4.51-5.00 or ‘Outstanding’ with a third highest

frequency of thirteen (13) or 15.48%. The performance rating of 1.51-2.50 or

‘Fairly Satisfactory’ got the fourth with a frequency of five (5) or 5.95%. The

low was 1.00-1.50 or ‘Poor’ with a frequency of two (2) or 2.38%.

The means that the highest performance ratings of the school heads

were ‘Very Satisfactory’. This means that the conflict and stress, to a certain

degree do not affect the schools’ performance. On the contrary, the study of

Maslach and Jackson, (1986) revealed that the school heads have to manage

the conflict and stress well in order not to have a reduced feelings of personal

accomplishment Likewise, Msila, V. (2012) pointed out that conflict affects

schools and other organisations almost all the time. Further, Johdi et al.,

(2012) pointed out that unresolved conflicts can lead to poor performance.

Moreover, Zckmann (1992) stressed that conflict affects the accomplishment

 PAGE \* MERGEFORMAT 21

of organization goals due to their tendency of manipulating stress, hostilities

and other undesirable factor when poorly managed.

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Appendix A

Consent Letter
The Respondent

Sir/Madam:

The undersigned is graduate student of Biliran Province State

University conducting a thesis entitled “Conflict and Stress Management Vis-
à-vis Performance of School Administrators in Caibiran District” as a
requirement for the degree of Doctor of Education (Ed.D).

In this connection, I am happy to inform you that you are chosen as

one of the respondents for the study stated above.
 PAGE \* MERGEFORMAT 21

Please supply the needed information in the questionnaire with utmost

honesty and sincerity. Your participation as respondent of this study would be
of great help for the completion of this research undertaking.

Thank you.

Very truly yours,

Researcher

SURVEY QUESTIONNAIRE
(For School Heads)

1. Personal Profile
Direction: Please fill-in the space provided in each item below which
corresponds to your answer.
1.1. Age ______ 1.2. Sex ______ 1.3. Civil Status __________________
1.4. Educational attainment_______________________________________
_______________________________________________________
1.5. Number of years as school head______________________________
1.6. Number of faculty and staff ____________

2. The conflicts experienced by the school heads

Directions: The statements below will determine the conflicts experienced
by the schools heads. Please rate on how you conform to the following
statements using the following scales: 5 – Highly Experienced 4 –
Experienced 3 – Fairly Experienced 2 – Not Experienced 1 – Strongly
Not Experienced

The conflicts experienced by the 5 4 3 2 1

 PAGE \* MERGEFORMAT 21

school heads
1. Personal insults/attacks
2. Sickness/absence
3. Cross-department conflict
4. Bullying
5. People left the organization
6. People were fired
7. Employees were moved to
different schools/departments
8. Project failure
9. The limited resources
10. The interdependent work
activities
11. The differentiation of activities
12. The communication problems
13. The differences in perceptions
14. The environment of the
organization
15. Individual differences
16. Unclear authority structures
17. Differences in attitudes
18. Task symmetries
19. Control over resources
20. Different preferences and
nuisances
21. Different values
22. Different beliefs
23. The nature of relationship
between the parties
24. Others (Pls. specify)__________
__________________________
__________________________

3. The types of stress experienced by the school heads

Directions: The statements below will determine the types of stress
experienced by the school heads. Please rate on how you conform to the
following statements using the following scales: 5 – Highly Experienced 4
– Experienced 3 – Fairly Experienced 2 – Not Experienced 1 –
Strongly Not Experienced

The types of stress experienced 5 4 3 2 1

by the school heads
1. Cannot honestly say what really
get things off my chest at work
2. Job’s lot of responsibility
3. Could not usually do a much
 PAGE \* MERGEFORMAT 21

better job because of limited time

4. Seldom receive adequate
acknowledgment or appreciation
when my work is really good
5. In general, not particularly proud
or satisfied with my job
6. Have the impression that I am
repeatedly picked on or
discriminated against at work
7. My workplace environment is not
very pleasant or safe
8. My job often interferes with my
family and social obligations, or
personal needs
9. I tend to have frequent arguments
with superiors/co-workers or
customers
10. Most of the time I feel I have very
little control over my life at work
11. I am no longer happy with my
work
12. My work does not give me what I
want
13. My colleagues are not as brilliant
as me
14. There are many problems in my
school
15. The poor outcome of students
16. Not cooperative members of my
team
17. Others (Pls. specifi)__________
__________________________
__________________________

4. The conflict management utilized by the school head.

Directions: The statements below will determine the types of conflict
management utilized by the school head. Please rate on how you conform
to the following statements using the following scales: 5 – Highly Utilized
4 – Utilized 3 – Fairly Utilized 2 – Not Utilized 1 – Highly Not Utilized

The types of conflict 5 4 3 2 1

management utilized by the
school head
1. Identify and address underlying
tensions before things go wrong.
2. More informal one-to-one
conversations with people they
 PAGE \* MERGEFORMAT 21

manage.
3. Act as mediators when conflict
develops.
4. Provide more clarity over what
is expected.
5. Be a model of the right
behaviors.
6. Provide more clarity over areas
of responsibility.
7. Manage toxic individuals who
create conflict more firmly.
8. Provide counselling for
employees in conflict.
9. Not let their own egos get in the
way.
10. Improved consultation in day-
to-day management.
11. Raise the subject of possible
conflict as part of business.
12. Provide improved work-life
balance.

13. Nothing, it is inevitable

The types of stress 5 4 3 2 1

management utilized by the
school head.
1. Spending leisure time with
friends.
2. Spending leisure time through
travel.
3. Mental visualization.
4. Relaxation through outing.
5. Physical exercise.
6. Spending leisure time at home
with family.
7. Sharing problem related to job
with spouse.
8. Attending training and seminar
to let go of the problem.
9. Joining in some creation and
sports activities.
10. Nothing, it is inevitable.

5. The performance of school heads as perceived by the teachers.

 PAGE \* MERGEFORMAT 21

Directions: The statements below will determine the performance of school

heads as perceived by the teachers. Please rate on how you conform to
the following statements using the following scales: 5 – Outstanding 4 –
ery Satisfactory 3 – Satisfactor 2 – Fairly Satisfactory 1 – Poor

The performance of school 5 4 3 2 1

heads as perceived by the
teachers
1. Overall performance of the
school heads

Thank you very much for your cooperation.

The Researcher