Administrators’ Conflict Management Styles and the Schools’ Climate among the Secondary Schools of Davao Occidental

Abstract

The study was conducted to determine the relationship between the school administrators’ conflict management styles and the schools’ climate. Descriptive-correlational method was employed to describe the conflict management styles of the schools’ administrators and the school climate. Simple-random sampling design was used on determining the respondents.
 Results of the study showed that the poor communication, differences in personality and different values were always observed as sources of conflict in the secondary schools and the often observed was competition. It was also found that the top conflict management style of the school heads was on dominating style. Based on data acquired in the school climate, school working environment and students’ involvements were excellent and teachers’ work satisfaction was above average.
 All conflict management styles significantly affect the school climate of the secondary schools in Davao Occidental. This implies that school heads have effectively applied all conflict management styles because it significantly resulted in an excellent and positive school climate in terms of school working environment, teachers’ job satisfaction and students’ engagement.
 Thus, school heads should mostly apply the dominating style of managing conflict for effective school leadership.