An Assessment on the Conflict Management Strategies of School Adminitrators at Parang East District – Division of Sulu: Teachers’ Perspectives

Feir-Aina Aldinal; Masnona Asiri

doi:10.62596/mhf93s65

Authors

Feir-Aina T. Aldinal School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/mhf93s65

Keywords:

conflict management strategies, school administrators, avoiding, accommodating, compromising, competing, collaborating

Abstract

This study assessed the conflict management strategies of school administrators as perceived by teachers in Parang East District, Division of Sulu. It specifically determined the extent to which avoiding, accommodating, compromising, competing, and collaborating strategies are practiced, and examined the relationships among these strategies. A descriptive–correlational research design was employed, involving 100 elementary school teachers as respondents. Data were collected using a structured questionnaire adapted from established conflict management frameworks and were analyzed using weighted mean, standard deviation, and Pearson product-moment correlation. The findings revealed that accommodating, compromising, competing, and collaborating strategies are often practiced by school administrators, while avoiding is only sometimes utilized. This indicates that administrators generally prefer active and relationship-oriented approaches in managing conflicts. Furthermore, the results showed that all conflict management strategies are positively and significantly correlated, suggesting that administrators apply these strategies in combination rather than in isolation. The study concludes that effective conflict management among school administrators requires flexibility in selecting and integrating different strategies based on the situation. Such an approach contributes to maintaining positive relationships, resolving conflicts efficiently, and promoting a harmonious school environment.

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