1

Chapter 1

THE PROBLEM AND TECHNICAL LITERATURE

“The ideal relationship between school administrators and

teachers is a complex one, in large measure because that
relationship must cover both hierarchical contingencies and
egalitarian ones: Sometimes the administrator must serve
the traditional role of a supervisor while at other times
to be most effective he or she must serve in the role of a
colleague – and sometimes the administrator must be both
things at once. Looking at the most effective ways an
administrator can encourage the teachers at his or her
school to engage in the continuing upgrading of their
skills and sharpening of their pedagogical insights so that
they become increasingly better – and more personally
fulfilled – teachers.”

_Thomas-Kilmann_

The ability to successfully minimize and resolve

conflict is an important skill for school administrators to

develop. A major reason for this is that administrators are

faced with the classic confrontation between individual

needs and organizational needs, requiring them to spend a

major part of their time attempting conflict meditation, the

“appropriate” conflict origin and participants, and their

relationships, in order to apply the most effective

resolution technique. Ideally, this technique must reduce

the dysfunctional dimension of conflict so as to capitalize

on its functionality the good of all concerned. Since

conflict is inevitable in schools, administrators must be

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prepared to deal with it, not necessarily from the point of

view of elimination, but rather to derive the greatest

possible benefits.

While no single definition of conflict exists, most

definitions seem to involve the following factors: that

there are at least two independent groups, the groups

perceive some incompatibility between themselves, and the

groups interact with each other in some way (Putnam and

Poole, 1987).

Based on the “ Interest-Based Relational or (IBR)

Approach”, resolving conflict successfully, one can solve

many of the problems that it has brought to the surface, as

well as getting benefits that one might not at first except.

However, if conflict is not handled effectively, the results

can be damaging, and conflicting goals can quickly turn into

personal; dislike. Teamwork breaks down. Talent is wasted as

people disengage from their work. And it is easy to end up

in a vicious downward spiral of negativity.

In resolving conflict using this approach, it follows

these rules: first, make sure that good relationships are

the first priority: keep people and problems separate,

Recognize that in many cases the other person is not just

 3

“being difficult” – real and valid differences can lie

behind conflictive positions. By separating the problem from

the person, realm issues can be debated without damaging

working relationships. Second, pay attention to the

interests that are being presented, by listening carefully

you will most-likely understand why the person is adopting

his or her position. Third, listen first; talk second, to

solve a problem effectively you have to understand where the

other person is coming from before defending your own

position. Fourth, set out the “Facts”: agree and establish

the objective, observable elements that will have an impact

on the decision. Fifth, explore options together and be open

to the idea that a third position may exist, and that you

can get to this idea jointly. This urges the researcher to

conduct this study with a hope to formulate the appropriate

approach and techniques which can be done towards

understanding the resolution of the conflict in MSU-Lanao

Norte Agricultural College Campus, Sultan Naga Dimaporo,

Lanao Del Norte.

This study is guided by Tan’s (2009) creation of a

theory methodology which draws concepts from Strauss and

Corbin’s (2008; Glaser, 1998) theory building approach and

Charmaz (2002) the point of theory saturation. In this

 4

section, the procedures of grounded theory building are

discussed followed by explanations of the procedures that

will be employed in this study. The continual validation of

progressive analysis of Corbin and Strauss (1998) which is

also employed in this study will be presented in Chapter 3

of this paper.

The methodology of Tan (2009) grounded theory consists

of classic techniques namely: (1) research design, (2) data

collection, (3) data ordering, (4) data analysis and (5)

literature comparison. She stressed that these phases are

not strictly sequential. Moreover, there were nine

identified steps or procedures inherent in the said phase.

The details of the phases are discussed in the following

sections:

Research Design Phase

The research design phase in accordance with Pandit’s

grounded theory methodology consists of two steps namely the

review of the technical literature and selecting cases.

Step 1: Review of Technical Literature

 5

A preliminary review of related literature guides in

the definition of conflict management styles and conflict

resolution approach.

1. Definition of Research Question: Conflict resolution

involves the reduction, elimination, or termination of all

forms and types of conflict. In practice, when people talk

about conflict resolution they tend to use terms like

negotiation, bargaining, mediation, or arbitration (Kinicki

& Kreitner 2006). On the other hand, styles in managing

conflict refer to skills in handling conflict

constructively, effectively and productively (Robbins,

1998). Thus, this study initially adapted the description

that conflict management style be grounded with theories,

research, and practice. It needs a variety of conflict

handling strategies.

This study aims at understanding the teachers' and

administrators’ concern on conflict cause and strategic

style in managing differences, disputes, and disagreements

in the school system.

2. Definitions of conflict resolution approach.

The categories of Thomas Kilmann Conflict Mode Instrument

(TKI) which help to identify which style that tends towards

 6

when conflict arises are as follows: Competitive,

Collaborative, Compromising, Accommodating, and Avoiding

(Kenneth Thomas and Ralph Kilmann, 1990). On the other hand,

The “Interest-Based Relational of (IBR) Approach” uses the

process to resolve the conflict: Step One: Set the Scene:

Use active listening skills. Step Two: Gather Information,

Step Three: Agree on the Problem, Step Four: Brainstorming

Possible Solution, and Step five: Negotiate a Solution.

Indeed, positive approach to conflict resolution is

courteous and non-confrontational, and the focus is on the

issues rather than on individuals. If this is done, people

listen carefully and explore facts, issues and possible

solutions properly, conflicts can often be resolved

effectively.

The definition of the five steps of resolving the

conflict under the IBR Approach was as follows:

Step One: Set the Scene: Use active listening skills to

ensure you hear and understand the other’s positions and

perceptions, restate, paraphrase, and summarize.

Step Two: Gather Information. Here, one is trying to

get to the underlying interests, needs, and concerns. Ask

for the other person’s viewpoint and confirm that you

 7

respect his or her opinion and need his or her cooperation

to solve the problem.

Step Three: Agree on the problem. This sounds like an

obvious step, but often different underlying needs,

interests and goals can cause people to perceive problems

very differently. One needs to agree on the problems that

she/he is trying to solve before finding a mutually

acceptable solution.

Step Four: Brainstorm Possible Solutions. If everyone

is going to feel satisfied with the resolution, it will

help if everyone has had fair input in generating

solutions. Brainstorm possible solutions, and be open to

all ideas, including one that has never been considered

before.

Step Five: Negotiate a Solution. By this stage, the

conflict may be resolved: both sides may better understand

the position of the other, and a mutually satisfactory

solution may be clear to all. However one may also have

uncovered real differences between his/her positions. This

is where a technique like win-win negotiation can be useful

to find a solution that, at least to some extent, satisfies

everyone (Thomas & Kilmann, 1990).

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Step 2: Selecting Cases

The researcher in this study used one of the different

types of purposive sampling techniques in determining the

cases for investigation. This sampling technique is

theoretical sampling.

A component of the research design phase in Fernandez

model (2002) is the selection of cases which characterized

by the use of theoretical sampling instead of random

sampling. Under a grounded theory approach, researcher’s

assumption could not have been made at the start of the

research simply because at that stage it was unknown if the

case would allow pattern detection and saturation. The

sampling is driven by conceptual emergence and limited by

theoretical saturation, not by design. Theoretical sampling

is the process of data collection for generating theory

whereby the analyst jointly collects, codes, and analyses

his data and decides what data to collect next and where to

find them, in order to develop his theory as it emerges

(Glaser & Strauss, 2002).

In the initial sampling, the researcher is interested

in the core pattern which is ‘resolving conflict’, a basic

process that engaged teacher and administrator in MSU-Lanao

 9

Norte Agricultural COllege school organization (Fernandez,

2002). The above statement is the basis of the type of

conflict resolver that the researcher interviewed first.

From the aforementioned statement, the first key

respondents of this study would select based on the results

of their personality and emotional intelligence test.

The identification of the first respondents is

through seeing the list of campus teachers both college and

high school department. This is to ensure that the first

case is in the position to be a respondent as mentioned

earlier.

Data Collection Phase

Data collection phase includes the use of multiple data

sources thus enhancing construct validity and reliability.

The synergy (or ‘data triangulation’) referred to works as

follows: the data are directly observable relationships.

This can help understand the rationale of the theory and

underlying relationships (Yin,1989).

Step 3: It develops a rigorous data collection protocol

by employing multiple data collection methods using both

 10

qualitative and quantitative data and systematically

establishing a case study.

In this study, the case study will be created and the

multiple data collection methods like semi- structured

interview, campus meetings observations, and recording will

be applied. Moreover, the use of actual conflict task

outputs is deemed useful especially in the triangulation of

data.

Step 4: Entering the field

To ensure that the data be collected and analyzed

simultaneously, flexibility is maintained. This also allows
overlap to adjust the data collection process in the light
of the emerging findings.

Data Ordering Phase

This is the third phase of the grounded theory-building

process. Data ordering phase facilitates easier data
analysis and permits examination of processes.

Step 5: Data Ordering

This includes arranging data chronologically for the

two ‘empirical’ cases. The arraying of events into a

chronology permits the investigator to determine causal

 11

events over time, because the basic sequence of a cause and

its effect cannot be temporarily inverted.

Data in this study are organized according to selective

and specified set of characteristics and style in managing

conflict because they will not undergo a statistical

procedure of interpreting to discover concepts and

relationships in the raw data.

Data Analysis Phase

Data analysis is central to grounded theory building

research (Pandit, 1996). Within this general framework,

data analysis for each case involves serves as the

generating concept through the process of coding which

represents the operations by which data are broken down,

conceptualized, and put back together in new ways. It is

the central process by which theories are built from data

(Strauss & Corbin, 1990).

Step 6: Analyzing Data to the first Case

In this study data collection, data ordering, and data

analysis will be interrelated as depicted in Figure 1 (the

 12

attached numbers indicated the activities analytic

sequence).

Figure 1: The Interrelated Process of Data Collection, Data

Ordering, and Data Analysis to Build Grounded Theory
(Pandit and Tan)

Data Analysis

(4)

Theory

Development

(5)

Data Ordering (3)

Theory YES

Saturation?

Data Collection

(2)

Reach
NO
Closure

Theoretical
(6)
Sampling (1)

This study includes three types of coding: open coding,

axial coding, and selective coding. These are analytic and

 13

not necessarily follow that the researcher moves from open

through axial to selective coding in a strict, consecutive

manner. Open Coding refers to that part of analysis that

deals with the labeling and categorizing of phenomena as

indicated by the data. The product of labeling and

categorizing are concepts – the basic building blocks in

grounded theory construction, (Strauss & Corbin, 1990).

This study uses open coding which requires application

of what is referred to as ‘the comparative method’ that is,

the asking questions and the marking of comparisons. Data

are initially broken down by asking simple questions such as

what, where, how, when, how much, and others. Subsequently,

data are compared and similar incidents are grouped together

and given the same conceptual label. The process of grouping

concepts at a higher, more abstract level is termed as

categorizing.

Pandit (1996) asserted that axial coding refers to the

process of developing main categories and their

subcategories. This study uses axial coding which puts those

data back together in new ways by making connections between

a category and its sub-categories (i.e., not between

discrete categories which is done in selective coding).

 14

Selective coding involves the integration of the categories

that have been developed to form the initial theoretical

framework. Firstly, a story line is either generated or made

explicit. A story is simply a descriptive narrative about

the central phenomenon of study and the story line is the

conceptualization of this story (abstracting). When

analyzed, the story line becomes the core category (Strauss

and Corbin, 1990). Subsidiary categories are related to the

core category according to the paradigm model, the basic

purpose of which is to enable the researcher to think

systematically about data and relate them in complex ways.

The basic idea is to propose linkages and look at the data

for validation (move between asking question. Generating

propositions, and making comparisons). The basic features of

this model are depicted in Figure 2 below on the next page.

Figure 2: The Paradigm Model

Causal Condition
 15

Phenomenon

Context

Intervening Conditions

Action/ Interaction Strategies

Consequences

The core category (i.e., the central idea, event or

happening) is defined as the phenomenon. Other categories are

then related to this core category according to the schema.

Causal conditions are the events that lead to the development

of the phenomenon. Context refer to the particular set of

conditions and intervening conditions, the broader set of

conditions, in which the phenomenon is couched.

 16

Action/interaction strategies refers to the actions and

responses that occur as the result of the phenomenon and

finally, the outcomes, both intended and unintended, of these

actions and responses are referred to as consequences

(Pandit, 1996).

An important activity during coding is the writing of

theoretical memos. Writing theoretical memos is an integral

part of doing grounded theory. In this study researcher

feels that the use of memos constitutes such a system.

Wherein, memos are not simply “ideas”. It must be a system

for doing so. They are involved in the formulation and

revision of theory during the research process (Corbin &

Strauss, 1990).

Step 7: Theoretical Sampling

Yin (1994) stressed the principle of theoretical

sampling that each additional case should serve specific

purposes within the overall scope of inquiring. In this

study, three options are identified as follows: it chooses a

case to fill theoretical categories, to extend, replicate

previous case(s) to test the emerging theory. The analysis

of the three cases serves as the marginal improvement to the

theoretical framework by selecting additional cases

 17

according to the principle of theoretical sampling. This

aims to extend and sharpen the emerging theory by filling in

categories that may need further refinement and/or

development.

Step 8: Reaching Closure

According to the principle of theoretical saturation,

that is, when the marginal value of the new data is minimal

this then serves as the basis for deciding when to

discontinue adding cases and when to stop iterating between

theory and data.

Literature Comparison Phase

To compare the merged theory with the existing

literature, it is important to examine what is similar and

what is different, and why (Eisenhardt 1989). Moreover,

grounded theorist asserted that tying the emergent theory to

existing literature enhances the internal validity,

generalisability, and theoretical level of the theory

building from case study research. After the analysis, the

researcher will compare the emergent paradigm with the

existing literature about the conflict resolution style for

the theoretical development.

 18

Figure 3 provides an overview of these phases, steps

and tests and forms the template for the subsequent

discussion which moves from a normative or perspective

account of recommended activities to a descriptive account

of how these prescriptions will be applied in this study.

Figure 3. Paradigm of the Process Employed in this study

Based on Pandit’s and Tan’s Grounded Theory Methodology

PHASE ACTIVITY RATIONALE

 19

RESEARCH DESIGN

Definition of What Model of MSU-

Research LNAC conflict
Step 1: Review question resolution style can
of Technical be generated from the
Literature study?

Definition of
Priori Approach of Conflict
constructs Resolution
1. Affective Process
2. Cognitive Process

Step 2. Selecting cases using

Purposive
Selecting Cases the principles of
sampling theoretical sampling

Data Collection Phase

Step 3. Developing  Create  Formulating

Rigorous Data study interview
Collection base; guides
 Employ  Using
multiple interviews and
data Campus
collection meetings
method;
 Gathering
qualitative
data only

 Doing data
analysis as
Step 4.  Overlap data these will be
Entering the collection collected
field and analysis  Within case
 Flexible and analysis of
opportunisti Case A
c data  Combination of
collection interviews and
methods documentary
analysis
 20

Data Ordering Phase

Step 5. Data Arranging Arranging data for

Ordering events analysis of caused
chronologically events for the model
of MSU-LNAC CAMPUS
of conflict
Data Analysis Phase resolution approach

Steps 6. Use open coding Developing concepts,

Analyzing data categories,
relating to subcategories and
first case characteristics of
conflicts resolution
style of respondents.
Use axial
coding

Memoing for paradigm

features and drawing
out relationships
between categories and
their subcategories and

 Constant
comparison of
data
 Memoing and
drawing out
relationships
Use amongmore
distinct
selective
Literal and theoretical Adding cases to confirm,
categories
broaden and
and sharpen the
coding
replication across between the core
cases( go to step 2 theoretical framework that
category
will emerge to
frombuild
the data
Step 7. until theoretical theoretical
analyze (coding) in the first
Theoretical saturation) framework
case
Sampling
 21

Step 8. Reaching Theoretical Stopping addition of

Closure Saturation cases when theoretical
saturation is reached

Making a final written-

up of the emergent model
(paradigm/frame-works
and proposition)
Literature Comparison Phase

Step 9. Comparing Comparing with Review and refinement

Emergent Theory conflicting of construct
with Extant frameworks definitions and
propositions which do
Comparison with not have literature
similar support to enhance the
frameworks model’s internal
validity

Assurance of external
validity of the
emergent model by
establishing the
theory to which the
study’s findings will
be generalized
 22

The Problem

This study sought to find the Conflict Resolution

Practices of MSU-Lanao Norte Agricultural College Campus,

Sultan Naga Dimaporo, Lanao Del Norte. Specifically, this

study was designed to answer the following questions:

1. What is the Conflict Resolution Approach of MSU-LNAC

Campus, Sultan Naga Dimaporo, Lanao del Norte?

2. Based on the data analysis of the first participants,

what framework of Conflict Resolution Approach may

initially be proposed?

3. After theoretical saturation of the resulting emergent

characteristics of respondents’ conflict resolution

approaches across the cases, what framework may finally

be proposed?
 23

Chapter 2

METHOD

This chapter presents the set of procedures and

techniques employed in gathering and analyzing data in the

study. It includes the research design, participants, data

sources, instrument procedures, and data analysis utilized

in this study. Also, it includes important procedures and

techniques to be employed by the researcher to maintain the

balance between objectivity and sensitivity in the data

analysis.

Research Design

This study is mainly descriptive and qualitative.

Methods of grounded theory would be applied. The main

purpose of this in-depth study was to examine and model the

 24

conflict resolution practice of MSU-LNAC Campus, Sultan Naga

Dimaporo, Lanao Del Norte.

Research Setting

This study was conducted in the Mindanao State

University-Lanao del Norte Agricultural College (MSU-LNAC
Campus), one of the newly integrated schools of the Mindanao
State University System by virtue of R.A 8292, R.A. 8760 and
R.A 7722 as of January 10, s. 2001. With its keen and
immense mission and vision, MSU-LNAC Campus is continuing
its commitment for agricultural advancement and its allied
studies in the years to come.

After opening the first four schools in August 1998,

MSU-Lanao Norte Agricultural College Campus has continued to

grow in every subsequent year. In addition to operating

schools in partnership with the community and board of

regents, the MSU-LNAC Campus has diversified its educational

offerings to include summer, after-school, and Research and

extension Service; as well as achievements management

services for school systems.

Over the past ten years MSU-LNAC Campus has been

providing and producing a high-quality education for high

school students and a degree programs for college students

among the communities in the Province of Lanao del Norte. In

this light, most of the students who attend MSU-LNAC Campus

 25

continue to make achievement gain that far outpaces national

averages. Thus, MSU-LNAC Campus diversified the educational

offerings on Masteral Courses (Farming System and MAED.),

Agriculture, Forestry, Education, Computer Studies, and

Research and Extension Services.

Cutting-edge educational thinking and innovating is the

norm at MSU-LNAC Campus. Through the ongoing commitment to

research and development and learning from more than 10+

years on 2020 of school management experience, MSU-LNAC

continues to grow and strive toward realizing its vision,

that is, the catalyst of superiority in Animal Science,

Farming System, Forestry, and Teacher Education.

The Students of MSU-LNAC come from all over the

provinces of Lanao del Norte and Lanao del Sur. Most of its

graduates find employment in NCR, Visayas-Mindanao region.

There are twenty faculty members in the college

department and twenty-three faculty members in High School,

and six administrators in MSU-LNAC who serve as the

respondents of this study. In the process of becoming an

independent state college from MSU-Main (Marawi), it needs

little points for it to become autonomous state college.

 26

MSU-Lanao Norte Agricultural College was selected as

the site of the study because of its strategic location and

its organizational culture, since it comprises two cultures

of employees. It is located in the province of Lanao del

Norte in the island of Mindanao. Sultan Naga Dimaporo, the

last municipality in the southern part of the province lies

along the coast of Illana Bay and is the site of the only

agricultural college in the province, the Mindanao State

University-Lanao del Norte Agricultural College.

Participants

The respondents of this study were selected from the 43

faculty members in both College and High School department,

and 6 administrators employed in the MSU-LNAC. Using

theoretical sampling technique, participants from the

faculty and administrators were chosen based on their

willingness to help and cooperate in the data gathering.

This sampling technique was used to demonstrate the

theoretical construct of interest so as to elaborate and

examine the framework. The first case in this proposed study

was determined based on the length of service and emotional

attributes one possesses.

Limitations of the Study

 27

These are several obvious limitations of the study.

Then sampling size, work experience, educational attainment,

religion of the respondents do not permit generalizability

to any population unless proven and tested by research. The

development of the framework for each type of conflict

solver is impossible since this typology serves a frame of

reference in which respondents use their personality and

emotional intelligence in solving conflict that will be

hypothesized by the researcher based on the data gathered

from the participants.

The framework for successful conflict solver presented

in this paper does not actually describe all their possible

characteristics because its development does not follow the

principles and guidelines of making grounded theory research

and theoretical saturation will not be achieved because it

is not one of the problems of this investigation. The

framework only depicted the attributes of the participants

in this investigation. This framework simply shows the

characteristics of the successful conflict resolver in this

investigation based on their conflict resolution practices

in the organization. The researcher was intrinsically

motivated to do the in-depth investigation and ready to face

 28

the challenges that she may encounter along the process of

data-gathering.

In spite of the fact that the researcher dutifully

followed the general procedure and steps set by the grounded

theorist (Strauss and Corbin 1998, Tan 2009) in making

grounded theory research as well as the techniques in

maintaining the balance between objectivity and sensitivity,

there may be some aspects of biases to shift back and forth

in data collection and analysis due to her being an artless

grounded theory researcher.

Data Sources

Triangulation of data sources was observed in this

study. Thus, aside from semi-structured interviews, data

gathered through faculty and staff meeting observation and

semi-structured interview videotaping.

Faculty and Staff Meeting Observations. This was done

to further probe the conflict resolution practices that the

participants actually used inside the school campus. The

researcher wrote the agenda of the meeting and observations

in her observation notes.

Actual Participants conflict resolution approach. These

documents were utilized to validate participants’ responses

 29

on their conflict resolution approach in the semi-structured

interview for the purposes of data triangulation.

Videotaping. This is to capture gestures of the

participants during the semi-structured interviews in order

to determine the sincerity of their answer during the actual

interview and to make sure they will not just be bluffing

and kidding.

Research Instrument

The exclusive instrument used in the proposed study is

the semi-structured interview protocol.

Semi-structured Interview Protocol. This study will

made use of semi-structured interview task protocol to

elicit participants’ conflict resolution practices. This

composed of thirty (30) questions. The formulations of

questions were based on the priori construct of this study.

Procedures

The procedures employed in this study are guided by the

methodology of grounded theory approach by Tan (2009) and

Pandit (1996). This can be clearly understood and seen

through the diagram found on pages 18-22 of this paper. Also

the techniques and analytic tools by Strauss and Corbin

 30

(1998) would be used in the coding process and the constant

comparison methods by Glasser & Strauss (1967).

Semi-structured interview was done in their respective

offices based on their availability during their vacant

time. These interviews were recorded using digital camera

and tape recorded as back-up. Moreover, interviews were

videotaped to capture the facial expression of the

participants; transcribing, encoding, translating of the

interview were done with the help of the dean of the

Education Department, a master graduate major in English.

The researcher analyzed the raw data in Cebuano,

Tagalog dialect, and English languages case-by-case with the

help of the techniques and principles explained by Strauss

and Corbin (1998) and Tan (2009). On the other hand, regular

consultation with Dr. Denise Tan of Central Mindanao

University in Musuan, Bukidnon was done to ensure that

techniques and coding would be accurate.

Data Analysis

Open Coding, axial coding and selective coding was used

in the analysis of the data gathered.

First, data gathered from the first case were analyzed

using open coding. This started by drawing out concepts from

 31

the raw data. Concepts derived from the data were analyzed

further and related concepts were grouped together to form

categories using the axial coding. Microanalysis of the data

was done in word-to-word, line-by-line or sentence-by-

sentence through the constant comparison method to generate

categories with their characteristics and natures that

suggest a relationship among categories. Microanalysis is

actually a combination of open and axial coding.

Conceptualization or labeling of the data was done while

doing the microanalysis. Ideas will emerge from these as

they are categorized. The researcher wrote memos in a

sentence or two but these could possibly run on to a

paragraph.

After determining the concepts from the raw data, these

were analyzed and related concepts were grouped together.

And for each subcategory of concepts which the researcher

called categories, she draws out common characteristics.

Common characteristics were labeled as subcategories. The

resulting referred to as characteristics or nature of

participants’ conflict resolution approach. Figure 4 below

illustrates the coding process used in this study.

 32

Figure 4. Illustration of Coding Process Employed in

this study.

Concepts

Concepts Nature or
Characteristics

Concepts

Category

Concepts

Nature or
Concepts Characteristics

Concepts

After the open coding, axial coding will be done to

draw out relationships among categories, characteristics and

concept. This coding will be made to draw comparison from

events and situations where these concepts will be drawn.

When categories will emerge, then selective coding

will be done to determine the core category out of the

categories formed from the axial coding. The core category

is known by analyzing the categories and characteristics

together. The core category will function as a theme, or a

principle that will compose the interaction of categories

and characteristics towards a common path or purpose.

 33

Axial coding follows after open coding, raw data

that will be gathered from the first case, a model or

framework showing relationships of concepts that will

emerge. This is an initial, tentative model for faculty and

administrators of MSU-Lanao Norte Agricultural College

conflict resolution practices which are presented in the

form of proposition.

The result that will come out from the open coding

of the first case will guide the researcher in data

collection and analysis in the other case. Data gathering is

guided by the intention, on the part of the researcher; to

determine whether the same characteristics and additional

one will emerge as cases will be added.

The final pattern contains all the similarities and

differences of the characteristics and as a result of

constant comparison method by Strauss and Corbin (1998) and

Tan (2009). Figure 5 illustrates the constant method

employed in this study.

Figure 5. Constant Comparison Methods

 34

Raw Data (e.g. observations, documents, videotaping, and

interviews).

Maintaining the Balance between Objectivity and Sensitivity

Strauss and Corbin (1998, in Tan, 2009) stressed that

there are some important things to remember and follow in

order to maintain the balance between objectivity and

sensitivity.

Objectivity is necessary to arrive at an impartial and

accurate interpretation of events while sensitivity is

required to perceive the pleasantly delicate nuances and

 35

meanings in data and to recognize the connections between

concepts.

Maintaining an Objective Stance

In qualitative research, objectivity does not mean

controlling the variables. Rather, it means openness, a

willingness to listen and to “give voice” to respondents,

whether individual or organizations. It means hearing what

others have to say, seeing what others do, and representing

these as accurately as possible (Tan, 2009).

Strauss and Corbin (1998) enumerated techniques to

increase awareness and to help control intrusion of bias

into analysis while retaining sensitivity to what is being

said in the data. These are as follows:

1. Think comparatively. This is comparing incidents to

incident in the data; the researcher is able to stay

grounded on them.

2. Obtain multiple viewpoints of an event. This means

that, the researcher will attempt to determine how

various actors in a situation view it. Another is to

gather the same event or phenomenon in different

ways such as interviews, observations, and written

reports.
 36

3. Periodically step back and ask “what is going on

here? And “does what I think I see fit the reality

of the data?” The data themselves do not lie.

4. Maintaining an attitude of skepticism. It includes

that all theoretical explanations, categories,

hypothesis and questions about the data arrived at

through analysis should be regarded as temporary.

These should be validated against data in subsequent

interviews or observations. This validation process

is especially important for researchers who used

categories derived in literature.

5. Follow the research procedures. Even though this

study picks and chooses among some of the analytic

techniques that Tan (2009) used the procedure of

making comparisons, asking questions, and sampling

based on evolving theoretical concepts are essential

features of the methodologies that will be followed

rigorously.

Developing Sensitivity to the Meanings in the Data

Having sensitivity means having insights into, and

being able to give meaning to the events and happenings in

the data. It means being able to see beneath the obvious to

discover the new.

 37

Through the alternating process of data collection and

analysis, meanings that often are erroneous at first become

clearer. Immersion in the analysis leads to those sudden

insights, “aha” experience so familiar to those who do

qualitative research (Tan, 2009).

On the other hand, insights do not just occur

haphazardly; rather, they happen to prepare minds during

interplay with the data. Whether it will be admitted or not,

one cannot completely separate oneself from who one they are

or from what one knows. The theories that will be carried

within their minds will inform the researcher in multiple

ways, even if it is used quite un-self-consciously

(Sandelowkski, 1993 and Tan, 2009).

There are two important things to remember to be

sensitive to the data:

1. Compare what one thinks one sees at the property or

dimension level. This enables researcher to use

experience without putting the experience itself into

the data.

2. It is not the researcher’s perception or perspective

that matters but rather how research participants see

events and happenings.

 38

It is remarkable how insights spark more insights and

how discovery builds. Sometimes the researcher comes up with

a piece of data and will be trapped, unable to discover its

meaning. What the researcher will discover is similar to

what Strauss and Corbin (1998) emphasized in their book that

“researchers often carry their daily activities.”

Technically, insights emerged from the data, even

though understandings are stimulated through other

experiences. In the end, the essential process to keep in

mind is maintaining the balance between objectivity and

sensitivity.

Measures of Good Grounded Theory

Glasser and Strauss (1967 as cited in Tan, 2009) on

their evaluation guide on the empirical grounded of a

grounded theory. They summarized them as follows:

 Fit. It has to do with how closely concepts fit with

incidents they are representing, and this is related to

how thoroughly the constant comparison of incidents to

concepts was done.

 Relevance. A relevant study deals with the real concern

of participants, evokes “grab” (captures the attention)

and is not only of academic interest.

 39

 Workability. The theory works when it explains how the

problem is being solved with much variation depending

on the context.

 Modifiability. A modifiable theory can be altered when

new relevant data is compared to existing data. A good

Grounded theory is never right or wrong, it just has

more or less fit, relevance, workability, and

modifiability.

In terms of credibility, validity and rigor, it

should be observed that grounded theory is based on a

systematic and formal process of data collection,

analysis and theory generation. Inaccuracies and

misleading interpretation are guarded against by

various means including comparative analysis,

investigations of different slices of data, integration

of theoretical concepts (Strauss & Corbin 1998).

However, Tan (2009) asserted that the main threats

can be summarized as observer-caused effects on the

phenomenon under study, observer bias in

interpretation, limitation to data access, and the

complexities and limitations of the human mind that may

prevent the statements of participants being taken at

face value. Strategies available to deal with these

 40

threats include the researcher spending a substantial

length of time in the fields, the employment of

multiple data sources and observation methods, and care

with respect to researcher’s social behavior in the

field.

Yin (1994) suggested that the key characteristic

of difficult case study research includes comprehensive

data collection and examination of alternative

explanatory hypotheses or interpretations. These

characteristics can clearly be delivered by a grounded

theory approach. Rahim & Mager (1995) stressed cross-

site qualitative data analysis methodologies that

include theoretical perspectives. This study would

enhance and strengthened by combining grounded theory

research principles with exhaustive data collection and

analysis.
 41

Ethical Considerations

All data will be treated and protected with interest

the confidentiality and anonymity of the participants

involved in this study. Coding was used during the data

gathering and processing of interview notes, and

transcripts. The identity of the participants remains

confidential. Their identities will not be disclosed in

publication based on the study.

 42

Chapter 3

RESULTS AND DISCUSSION

This chapter presents the results and discussions of

the study as well as the details in the coding process of

the data. The arrangement of each section of this chapter

is based on the sequence of answering the statement of the

issues of conflict on this study.

Conflict Resolution Approaches of MSU-Lanao Norte

Agricultural Campus, Sultan Naga Dimaporo, Lanao Del Norte

The ability to successfully minimize and resolve

conflict is an important skill for school administrators to

develop. A major reason for this is that administrators are

faced with the classic confrontation between individual

needs and organizational needs, requiring them to spend a

major part of their time attempting conflict mediation. The

“appropriate” management strategy in a given situation

requires accurate identification of both the conflict origin

and participants, and their relationships, in order to apply

the most effective resolution technique. Ideally, this

technique must reduce the dysfunctional dimension of

conflict so as to capitalize on its functionality for the

good of all concerned. Since conflict is inevitable in

schools, administrators must be prepared to deal with it,

 43

not necessarily from the point of view of elimination, but

rather to derive the greatest possible benefits therefrom.

Consequenstly, conflict anticipation and detection should

always constitute the first two phases of good conflict

management. That is, proaction rather than reaction should

be the motto!

There were two main processes in resolving conflict

used by the respondents of Mindanao State University-Lanao

Norte Agricultural College as emerged during the analysis of

data. By coding process the data revealed that Affective

and Cognitive processes were used by the respondents in

resolving conflict.

The Affective process of resolving conflict and

cognitive process that follow were used by the respondents

in the different conflict issues they solved. They claimed

that the use of conflict resolution approach depends on the

variability of conflict issues. Likewise, Cognitive process

depends on the degree of difficulty of the conflict and the

parties involved on it. Most of the time respondents do not

directly solve the conflict on their own way, but through

the different styles in Affective process of resolving

conflict as they revealed. They had learned few approaches

in resolving conflict but they did not directly resolve it

 44

without active listening and understanding the cause of the

conflict. Some of the affective and cognitive processes

enumerated here were mentioned by the respondents during the

interview. So, the researcher transcribed their answers for

presentation and triangulation purposes.

1. Affective Process

The respondents resort to this process when they are

not familiar with the conflict at hand. Most of the time,

they use personal capacity like active listening skills in

resolving conflict. These were claimed by most of the

respondents during the interview.

If you are involved in the conflict, emphasize the fact

that you are presenting your perception of the problem. Use

active listening skills to ensure you hear and understand

other's positions and perceptions. Communication skills

include listening and speaking which allows for more

effective exchange of facts and feelings. Communication

abilities include:

 Active listening

 Ability to use non-defensive language and behavior

 45

 Ability to articulate views f the situation and

interests in decision.

Thses were claimed by most of the respondents

during the interview.

Researcher: How do you handle conflict issues you

encounter?

Interviewee: Well, I have to listen to both sides; the

most important element is listening. So, I listen to the
reasons of each party. I have to weigh and balance the
reasons between the conflicting parties.

The key key to good conflict resolution is to

isten. Listening during conflict is not easy. The

researcher observed that respondents who claimed that active

listening skills are the most important element in

resolveing conflict. They usually listen with empathy and

see the conflict from the other’s point of view, identify

issues clearly and concisely, remain flexible and clarify

feelings. This was the answer of the respondents during the

interview.

Researcher: Why are active listening skills important in

resolving conflict?

Interviewee: So that I know the truth, truth of the

matter, because each one maybe bringing false information;
the other party claiming the information given is true. I
must see to it that the decision given must be correct.
Decision-making is very important to both parties in
solving conflict peacefully.
 46

Moreover, most of the respondents believed that

conflict is natural in an organization. They accept that

conflict in a group is inevitable or cannot be avoided,

since its difficult pleases everybody. This was evident in

the following transcripts.

Researcher: Have you encountered any conflict or

misunderstanding in your workplace?

Interviewee: Yes! It is normal. We cannot avoid conflict

in an organization; we cannot please everybody.

Researcher: How do you handle the conflict?

Interviewee: Sometimes with our co-teacher, there’s no

understanding with each other. I just pray to God that He
will touch their hearts. That’s it I submit all to God.

The above transcript exposed the very reason why

respondents naturally believe that conflict in an

organization is inevitable. Hence, people within an

organization are of diverse needs, values, attitudes and

personalities. They come together in the organizational

structure, and it is difficult to escape the conclusion that

conflict is inevitable.

2. Cognitive Process

This approach to conflict resolution is predicated upon

the idea that diagnosis of the situation is necessary as a

basis of action. The contingency view is that there is not

one best way of managing conflict under all conditions, nut

 47

there are optimal ways of managing it under certain

conditions (Owens, 1987). An important aspect of conflict

management is to consider (a) alternative ways of managing

conflict and (b) the kinds of situations in which each of

these various alternatives might be expected to be the most

effective.

Cognitive conflict, on the other hand can air

legitimate difference of opinions and develop better ideas

and solution to problem, when conflict occurs within the

company and between the team and outsider it can reduce

morale, lower productivity increase absenteeism and cause

smaller large scale to serious and violent behavior.

This process is used by all respondents in the study

but with varying frequency.

Kenneth and Kilmann (1970) identified five main styles

of dealing with conflict that vary in their degrees of

cooperativeness and assertiveness. They argued that people

typically have a preferred conflict resolution style.

However they also noted that different styles were most

useful in different situations. Thomas and Kilmann (1990)

developed the Conflict Mode Instrument (TKI) which helps

them to identify which style to use when conflict arises.

 48

This was the answer one of the respondents during the

interview.

2.1 Collaborative: People tending towards a collaborative

style try to meet the needs of all people involved. These

people can be highly assertive but unlike the competitor,

they cooperate effectively and acknowledge that everyone is

important. This style is useful when one needs to bring

together a variety of viewpoints to get the best solution;

when there have been previous conflicts in the group; or

when the situation is too important for a simple trade-off.

This was the answer of the respondents during the interview.

Researcher: Do you usually solve conflict in different

ways? Why? What conditions or circumstances?

Interviewee: Yes! I asked help from the dean on what is

the best thing to do like for instance failing grades of
the student.

The interviewee confirmed that his intention in this

strategy is to solve the problem by clarifying differences

rather than by accommodating various points of view. It is a

kind of win-win solution that allows both parties to achieve

their goals. The use of collaborations is inappropriate when

time is of the essence, issues are unimportant, and goals of

other party are wrong or illegal.

 49

2.2 Compromising: People who prefer a compromising style

try to find a solution that will at least partially satisfy

everyone. Everyone is expected to give up something, and the

compromiser himself or herself also expects to relinquish

something. Compromise is useful when the cost of conflict is

higher than the cost of losing ground, when equal strength

opponents are at a standstill and when there is a deadline

looming. This was evident in the following transcript.

Researcher: Do you use the “give and take” model so that

a compromise can be made?

Interviewee: Of course! Example with my children, if we talk

about compromise, like for example if she wants to have
something, she will show me that she will be an achiever in her
school for instance.

The interviewees emphasized that bringing the problem into the

open and to reach agreement and most often this will mean

compromise. It is a kind of situation in which each party is

willing to give up something in order to reach the goal of

resolving conflict.

2.3 Accommodating: This style indicates a

willingness to meet the needs of others at the expense of

the person's own needs. The accommodator often knows when to

give in to others, but can be persuaded to surrender a

position even when it is not warranted. This person is not

assertive but is highly cooperative. Accommodation is

 50

appropriate when the issues matter more to the other party,

when peace is more valuable than winning, or when one want

to be in a position to collect on this "favor" he/she gave.

However people may not return favors, and overall this

approach is unlikely to give the best outcomes. Below was

the portion of the interview transcripts.

Researcher: Do you try to bring all concerns out in the

open so that issues can be resolved?

Interviewee: It’s okay to open with others in order to

resolve the conflict.

Researcher: Do you try to draw variety of view points to

arrive at the best solution?

Interviewee: That should be, to come up order, to arrive

at right solution and thre is no need to keep it very long

for not to become worst.

It was during this portion that the interviewee

admitted she is willing to place opponents’ interest above

his or her own. This implies that in this strategy in

resolving conflict there is one party willing to be self

sacrificing.
 51

2.4. Avoiding: People tending towards this style seek

to evade the conflict entirely. This style is typified by

delegating controversial decisions, accepting default

decisions, and not wanting to hurt anyone's feelings. It can

be appropriate when victory is impossible, when the

controversy is trivial, or when someone else is in a better

position to solve the problem. However, in many situations,

this is a weak and ineffective approach to take. The

transcript below will give a clearer view on when and why

students use this strategy solely or in pair.

Researcher: Do you avoid open discussion of some

differences with the others?

Interviewee: I take it for granted, but I feel angry why I

am included, that’s why I feel hurt.

Researcher: Do you use negotiation with the other to reach

a compromise?

Interviewee: I will not use negotiation since it will be

solved later.

Researcher: Have you tried to investigate an issue to find

a solution acceptable to you and to others?

Interviewee: In this case, I will not investigate, I

totally submit to God.

Researcher: Do you try to work with the other to find

solutions that satisfy both conflicting parties?
 52

Interviewee: Usually, if it is an open discussion, I will

not give comments because maybe it might not be good to

others, and then maybe it can create another conflict.

The last statement of the interviewee gave an idea

about conflicting parties who may either withdraw or conceal

the incompatibility.

Some respondents claimed that in resolving conflict in

school and at home, they usually used different styles in

order to think about the most appropriate approach (or

mixture of approaches) for the situation they are in. They

can also think about their own instinctive approach, and

learn how they need to change this if necessary.

However, Conflict in the workplace can be incredibly

destructive to good teamwork. If it is managed in the wrong

way, real and legitimate differences between people can

quickly sprout out of control, resulting in situations where

cooperation breaks down and the team's mission is

threatened. This is particularly the case where the wrong

approaches to conflict resolution are used.

Avoko and Pekerti (2008) conducted their study on

relationship between conflict type task, relationship,

process, conflict features, and communication process. This

 53

study found that conflict features intensity and duration,

fully mediated the link between conflict types and trust

while communication openness moderated the relationship

between conflict features and trust. Whenever people face a

problem related with organizational conflict, the solution

are there in the from of conflict management strategies.

The Strategies commonly adopted by the organization are

as follows:

1. Collaboration

In collaborating, the intention of the parties is to

solve the problem by clarifying dirrefences rather than by

accommodating various points of view. It’s a kind of win-

win solution that allows both parties to achieve their

goals. The use of collaborations is inappropriate when time

is of the essence, issues are unimportant, and goals of

other party are wrong or illegal.

2. Compromising

It is a well-accepted strategy for resolving conflict.

In it there is no clear winner or loser. It is a kind of

situation in which each party is willing to give up

something. Its use is appropriate when cooperation is

 54

important but time /resources are limited or finding an

outcome, even less than best is better than being without

any solution. It is not suitable when creative solution is

essential.

3. Avoidance

In this the conflicting parties may either withdraw or

conceal the incompatibility.

4.Accomodation

It is a kind of lose win situation; in it one party

seeks to appease an opponent, that party may be willing

to place opponents interest above his or her own; in

short one party is willing to be self sacrificing.

Moreover, Rahim (2002) noted that there is agrrement

among management scholars that there is no one best

approach to how make decisions, lead or manage conflict.

In a similar vein, rather than creating a very specific

model of conflict management, Rahim (2002) created a

framework conflict management approaches: integrating,

obliging, dominating, avoiding, and compromising.

Integration involves openness: exchanging information,

looking for alternatives, and examining differences so as

to solve the problem in a manner that is acceptable to

 55

both parties. Obliging is associated with attempting to

minimize the differences and highlight the commonalities

to satisfy the concern of the other party. When using

the dominationg style one party goes all out to win his

or her objective and, as a result, often ignores the

needs and expectations of the other party. When avoiding

a party fails to satisfy his or her own concern as well

as the concern of the other party.

Lastly, compromising involves give-and-take wherby

both parties give up something to make a mutually

acceptable decision (Rahim, 2002). If this is done,

then, as long as people listen carefully and explore

facts, issues and possible solutions properly, conflict

can often be resolved effectively (Nejedlo, 1988).

The cognitive process used by the respondents in the

conflict resolution includes recognizing and recalling

the conflict-caused, brainstorm the solutions, negotiate

a solutions and verification or following up. Solutions

are put into action, and any emotional problems are

resolved. Any grudges or hurt feelings may fester until

they flare up into conflict again. Proper follow-up

means putting the disaggrement behind so that the

relationship can be strong again.

 56

Developing the Initial Framework from the Analysis of the

First Case

In this portion, the initial framework from the

analysis of the first case is presented. The most important

of the presentation of the analysis, a description of the

affective and cognitive processes in the conflict resolution

of the first case, an overview of how the analysis is done

and the litereature in which the analysis are anchored are

discussed and presented.

 57

Case one’s affective and cognitive processes in the

conflict resolution are greatly influenced by the types of

conflict-caused. The respondent emphasizes the use of his

personal capacity. Personal capacity means being able to do

thihcs, being able to handle things and know about

something, the less the risks involved. He revealed that in

the beginning, when one is working on something new, risks

are inevitable but he is not afraid to take it because he

 58

uses active listening skills. The purpose is to ensure

understanding other’s positions and perceptions. To gather

information, the respondents tried to get to the underlying

interests, needs and concerns.

In an interview, the respondents reported that it is

important to aks for the other person’s viewpoint and

confirm that you respecthis pr her opinion and need his or

her cooperation to solve the problem. Try to understand his

or her motivations and goals, and see how your actions may

be affecting these. Also, try to understand the conflict in

objective terms: It is affecting work performance? Damaging

the delivery of the instruction in school? Disrupting team

work? Hampering decision-making? Or so on. Be sure to focus

on work issues and leave personalities out of the

discussion.

Below are the viewpoints where the respondents use in

active listening: Listen with empathy and see the conflict

from the other person’s point of view; identify issues

clearly and concisely; Use “I” statements; Remain flexible

and Clarify feelings. The respondents also commented that

sometimes different people will see different but

interlocking problems - if the respondents can’t reach a

common perception of the problem, then at the very least,

 59

they need to understand what the other person sees as the

problem.

On the other hand, Case One also stressed that in the

conflict resolution ne considered his religious belief. He

believes that religious belief towards conflict resolution

is an area of significant importance to promote peace and

respect for othersa s key components in doing effective

conflict resolution. He further says that if a person has

strong religious belief, has a willingness to forgive

other’s mistakes, likewise if the belief of a person is weak

then his/her pride will overrule him/her.

The next process of the Case One’s approach is the

cognitive process. Before solving the conflict, the

respondents used recalling/recognizing the conglict-caus,

then he used spoting and grasping in order to see whether be

is the root-cause of the conflict. He also visualized the

effects of the conflict so that he may be able to know the

appropriate approach in resolving it because in every type

of conflict, there is an appropriate approach to apply as it

involves with different individual’s personality. The next

portion of cognitive process he used is brainstorm possible

solutions: here the respondents are going to feel satisfied

with the resolution; it will help if everyone has had fair

 60

input in generating solutions. They brainstorm possible

solutions, and be open to all ideas, including ones never

considered before. Then, the final stage in the cognitive

process in the conflict resolution that the respondets

revealed is verifying or following-up. For him, solutions

are put into action, and any emotional problems are

resolved. He must see to it that conflict will lead to

increased closeness between the fighters, and grudges or

hurt feelings may fester until they flare up. He also added

that proper follow-up means putting the disagreement behind

so that the relationship can be strong again. Therefore,

Case One’s conflict resolution approach is greatly

incluenced by his affective and cognitive processes.

Case One conflict resolution is somewhat similar to

Thomas and Kilmann (1990) IBR Approach. In their “Interest-

Based Relational Approach”, he she uses the process to

resolve the conflict: StepOne: Set the Scene: Use active

listening skills. Step two: Gather Information. Step

Three: Agree on the Problem, Step Four: Brainstorming

Possible Solution, and Step Five: Negotiate a Solution.

According to Thomas and Kilmann (1990), the resolver has to

set the scene first. Make sure that people understand that

the sconflcit may be a mutual problem. Second, Use active

 61

listening skills to ensure you hear and understand other's

positions and perceptions, and get to the underlying

interests, needs, and concerns. Third, agree with the Problem

in trying to solve before you will find a mutually

acceptable solution. Fourth, Brainstorm Possible Solution,

will help if everyone have fair input in generating

solutions. Case One lumps the second and fourth steps of

Thomas and Kilmann’s Interest-Based Relational Approach in

resolving conflict. As what Case One laimed during the

interview, active listening skills to gather information is

the key to good conflict resolution where in he made use of

it in order to the underlying interests, needs, and

concerns; ask for the other peron’s viewpoint and confirm

that you respect his or her opinion and need his or her

cooperation to solve the problem. Due to this reason, Case

One’s affective process in the conflict resolution approach

is also similar to Thomas and Kilmann (1990).

On ther other hand, Case One’s brainstorming solution

in the cognitive process in the conflict resolution is

anchored on Tomas Conflict Mode Instrument (TKI), which

helps to identify which style tends towards when conflict

arises. These aconflicts styles are as follows:

Competitive, Collaborative, Compromising, Accomodation, and

Avoiding (Thomas, 1990). In this vein, Case One’s cognitive

 62

process in the conflict resolution is also similar to

Thomas, (1990).

Indeed, positive approach to conflict resolution is

courteous and non-confrontational, and the focus is on the

issues rather than on individuals, if this is done, people

listen carefully and explore facts, issues and possible

solutions properly, conflicts can often be resolved

effectively (Jean & Aurelia, 2008).

The Use of Grounded Theory in Data Analysis

Grounded theory research, often referred to as the

constant comparative method (Glaser & Strauss, 1967), is a

qualitative tradition built on compared concepts.

Proponents of the constant comparative method suggest that

similar data are grouped and conceptually labeled. Then,

concepts are categorized. Categorization linked and

organized by relationships, conditions and dimensions are

developed, and finally a theory emerges (Glaser, 1978;

Glasser & Strauss, 1967; Strauss 7 Corbin, 1990, Tan, 2009).

There is wide discussion of this method, and yet the process

for carrying out the analysis of the data has remained vague
 63

(Boeije, 2002). While a lack of specifically allows for

creativity in the art and science of grounded theory

research (Strauss & Corbin, 1998), it can mystify the novice

(McCaslin & Scott, 2003) and tested the ability to generate

codes and find relevance as much as possible without

preconceived hypothesis (Tan, 2009). Separately, Laguda

(2007), McCaslin and Scott (2003), and Boeiji (2002) suggest

additional rigor in data analysis to increase

systematization and traceability. All three reports focus

on comparative questions. Strauss and Corbin (1998) suggest

that grounded theory analysts work to “uncover relationships

among categories” by answering the questions of who, when,

why, how and with what consequence and to relate to

structure with process”, but do not specify how that is to

be accomplished. The research of Tan (2009) explicates a

method for engaging those investigative questions

effectively from relational linkages that bridge from

analysis to interpretation and theory generation in grounded

theory research. On the other hand, this research made use

of those investigative questions which are applicable on the

data.

Theory may be generated from the data or existing

theories may be elaborated and modified by the data. Both

 64

of these theory development processes were used in this

study. An advantage to theory development is the

researcher’s reliance on three major types of data, namely:

1) Semi-structured interviews, 2) direct observation and

respondent’s conflict resolving process, and 3) extant

literature over a period of time. Both expected and

unexpected results were produced in the over-all data,

requiring the researcher to search out and integrate

concepts, eventually developing a theory that is grounded in

data, observations and contemporary concepts.

Constant Comparative Method in Four Stages

Tan (2009) presented in her dissertation, a very

systematic way of the constant comparative method in four

stages based on the extant literature. The researcher

adapted this systematized constant comparison method

presented by the aforementioned author in the first case as

well as the rest of the cases.

The same with Tan (2009), the researcher used the

constant comparative method to discover emergent themes and

categories. This method advocates a cyclical process that

is key to all qualitative research (Laguda, 2007; Tan,

 65

2009). This four-stage method as a strategy for developing

grounded theory was developed by Glaser and Strauss (1967).

The first stage of constant comparison began by

comparing data with a group of incident in a single

interview to form categories or what is usually called open

coding. Categories were defined, expanded and created as

new information emerged. Categories were labeled according

to the most appropriate codes. From the categories, it was

possible to formulate the core message from a single

incident (Laguda, 2007; Tan, 2009).

The second stage of constant comparison involved

analyzing a group of incidents in various interviews and

comparing them with each other. Categories were continually

defined, expanded and created as new information emerged. A

code or inventory of characteristics of each category was

created. Finally, categories were polled and examined to see

if they could be combined, integrated, or eliminated (Tan,

2009).

The third stage consisted of comparing property one

with property two and so on and forth. Categories were

refined, short-listed, and developed through selective

coding and sorting memos until they become saturated or “so

well defined that there was no point in adding further

 66

exemplars to them” (Lauffer, 2002, p.101). From this, an

emerging story line could emerge.

The fourth stage involved analysis where explanatory

and predictive patterns emerge and the writing begins. Its

importance existed in numerous incidents. Despite the

existence of more than one pattern, however, one overall

pattern remains dominant. The dominant pattern in each

incident was easily identified by the number of times

characteristics of that pattern were present in a given

incident. Tan (2009) stressed that in this stage

characteristics of the other non-dominant pattern occurred

often, but not as often as those of the dominant pattern.

First Stage: Comparing incidents to Form Categories (Open

Coding)

The first stage began with open coding. Based on Tan’s

(2009) statement, the researcher was tested to trust herself

and in the grounded method, and the skill to use the method

and the ability to generate codes and find relevance as much

as possible without preconceived hypothesis. According to

Glaser (1978), this process began with a line-by-line open

coding of the data in every way possible. The researcher

asked set of questions like- “What is this data a study

of?,” “What category does this incident indicate?,” “ What

 67

is actually happening in the data?,” “ What is the main

concern being faced by the participants?,” and “What

accounts for the continual resolving of this concern?” The

questions above kept the researcher became theoretically

sensitive when analyzing, collecting and coding the data.

The focus of the researcher was on the pattern among

incidents that rise above specified description of incidents

and yield that code. From the raw data per se, this is the

first level of abstraction. Memos were being written while

incidents were analyzed. These were done to describe what

was happening to the method and the data. The memos

themselves captured the relationship between an incident, a

coded concept and category.

In this study, the researcher wrote memos in detailed

during the early conduct of the research and this went on

into a sentence or two and at other times as the research

progresses. In order to validate the emerged concepts and

categories at the first open coding and analysis, these

memos were also coded in the later part of the research

process. This memoing allowed the researcher to move to the

second level of abstraction by constantly comparing

incident-to-incident, incident to concept, and concept-to-

concept. These were also useful in identifying key points,

rather than individual words, and to letting the concepts

 68

emerge. The selection of points, in order to address the

main concern of the participants, is in line with the

grounded theory coding analysis and is a protection against

data overload (Laguda, 2007: Tan, 2009). Thus, the

researcher began to develop theoretical sensitivity, which

involves being able to think in theoretical terms as opposed

to quantifying data being done in quantitative data analysis

(QDA) research (Tan, 2009).

Table 1 illustrates open coding of an interview

transcript as it appears in the open coding of an interview

of the First Case.

Table 1
Open Coding of interview Transcripts of Case 1

Incidents English Translation Category/

Dimensions
Many, many encountered, Being coordinator, there Remembering
come across so many are conflicts encountered
conflict, particularly with the constituents
with the constituents, in school.
being coordinator in
entity, in school as well.
In the school, Of course, In the school, I spot Sense-Making/
when conflict happens I the Conflict immediately Spoting/
spot the Conflict that it could easily be Grasping
immediately. So that it managed and solution
could be easily manage. could be seen
Kuan bang Makita nimo diha immediately.
dayon.
I have to spot I have to spot Personal values/
immediately, so that it immediately, so that it Grasping
won’t spread out or won’t spread out and
immediately resolve. would be resolved
immediately.
I should make connections, I should make Making-
aron lang nako mahibal-an connections, in order to connections
 69

unsay hinungdan. know the cause.

I happen to visualize the I often visualize the Sense-making
effect often times aron effect often times to
makita nako, whether ako see whether I am the
bang ang hinungdan. cause.
Kinahanglan nga evisualize It is necessary to Visualizing
aron Makita, matugkad nato visualize, for us to see
ang root cause of and understand deeper
conflict. the root cause of
conflict.
I have tried ones but some I have tried once but I Objective
of the issues were not, hsven’t on some issues person/
tungod pud sa, kana bang, since sometimes some Objectivity
sometimes some issues are issues do not bear any
not bearing or no bearing importance and I don’t
at all, dili na nako mind much particularly
kinahanglan kaayo, if the conflict is often
particularly if the professional. There are
conflict is often issues caused by
professional, kay there jealousy, so for me,
are issues through it’s nonsense. It’s all
jealousy ingon anah, so theirs; I don’t have
para nako is not bearing same feeling as long as
ilaha ra nah, then to come I know the root cause.
in ana nga pagbati for as
long as mahibal-an nako
ang root cause.
Morag ingon anah no, dili It’s like that! I don’t Personal values/
na nako ginadiscuss nga like to discuss that Objective-
type of conflict, kay ang type of conflict, person
hinungdan nakit-an na man because I know already
nako. the cause.
Conflicts which I do not I have to visualize. Making
know the root cause, I the Conflicts which I do connections/
have to visualize kon unsa not know the cause, Creative-
kahay hinungdan, then I Then I have to think of thinking
have to think of possible possible solution. I
solution, to solve can’t sleep well if I
conflict immediately kay can’t resolve the
akong attitude is very conflict immediately.
different, dili ko katulog
kon dili nako masulbad,
mahibal-an ang hinungdan,
root cause.
As a father for instance, As a father, sometimes Fair/ Equal
dunay mga kahigayunan, there are instances I authority
there are instances were I used my authority but
used my authority but there are many cases
there are many cases were that I based the
ang decision ibase nako decision-making with
unsay rason. reasons.
 70

Sa school, No I did not In school, I used my Personal

use my authority, ah, kon authority as head for belief /
mogamit ko sa akong instance. But there are Personal values
authority, kuan nako ana times when that the
kanang, authority the head authority might cause
for instance, unya there problem; we become
are sometimes wherein ang unreasonable and
authority cause we are irrational. Sometimes,
head and since we find out our problem in the house
that we are unreasonable, can be brought to
irrational, usahay ang school. We forget that
problema sa balay madala we have emotional
sa school nato makalimot instability, so for me
ta sa mga horizontal unsa it is unreasonable to
na siya mga unbecoming use authority.
diay ako ra. because of
our emotional instability,
so I notice nga
unreasonable for nga to
use authority unya ang
hinungdan sa problem.
Well, I have to listen Well, I have to listen Good listening
both sides, the most to both sides; the most skills
important element is important element is
listening, so paminawon listening, so I listen
nako ang katarungan usag to the reasons of each
usa, I have to weigh, one. I have to weighed,
balance the reasons balance the reasons
between the conflicting between the conflicting
parties. parties.
Of course matag usa ana Of course! Each one of Making-
aron jud nako makuha ang them in order to get the connections
truth , truth of the truth, truth of the
matter, because each one matter. Maybe each one
maybe each maybe bringing is bringing false
false information, ang usa information; one carries
nangugat nah, unya truth. I must see to it
tininuod diay to iya, I that the decision given
have must see to it when must be correct to
the decision given must be appease the party.
correct, kay kasi
importante man ang
decision to a peace the
party.
I do not remember, morag I do not remember’; I Sharing of
wala ko kadelegate sa think I did delegate to responsibility
higher pero sa family, of the higher but in the and
course kung mga bata bata family, of course if it Personal belief
lang anah,sometimes is only for children
edelegate lang nko ug decision making is very
anak, sa igsoon I important to make the
 71

delegate them to essettle other party at peace.

nah gamay ra nah nga Sometimes I delegate to
conflict that is also to their elder sister,
give them responsibility, brother to settle
sharing responsibility to little conflict; that is
be the manage, to be a also to give them a
leader nga kabalo pud na sense of sharing of
sila mosettle sa ginagmay responsibility,
pero sa dagko na kaayo, to be the manager, to
pero dili sa school cannot be a leader that knows
be dlili nako edeligate how to settle a little
kay naa man ko, makaya ra
thing. But in a big
man nako.
conflict like in school
I will not delegate
because I know and feel
that I can settle it.

Of course! Ah, Kon mohatag Of course! Ah, I will Helpful/

tag pabor ngadto sa isigka give favor to our Personal values
tawo, ah labina kon fellowmen, especially if
pangayuon ang pabor dili the favor has been
man na nga ihatag nato ang asked. It doesn’t mean
pabor nga maybe we are that I closed with the
closed to the person, daun one who asked, but it
ah kanang kusang loob ko should be heartily given
nga mihatag for the for benefit. Well, it
benefit well, mora pud is Godly. No, I don’t
nang Godly ba. No, I don’t expect rewards.
expect rewards.
Importante na siya, just Human relation is Personal values
like kanang akong important. Even the and belief
giimpasize, example nako couple having the same
and religion and relation. religion and relation,
Sometimes, bisan ang conflict is still there.
magtiayon pareha silang On the other hand, I can
relihiyon and relation have good relation with
pero naay conflict. Pero I person having other
can have good relation sa religion, why? I have
lahi nako ug religion, good relation with them
why? I have good relation than those having the
with it unya diri nuon sa same religion with me.
akong pareha ug relihiyon
dili, mao na para sa ko
importante ang human
relation.
Time will heal! so many I believe in the Personal Belief/
cases. I believe about principle and concept Personal values
kana nga principle the that time will heal the
concept that time will wounds. But if the
heal the wounds. Kasi, wounds are still fresh,
 72

Dili man diha diha dayon it cannot be healed

man nimo masettle kay right away and if you
presko pa man ang mga will speak on particular
samad. Then If you will issue it cannot easily
speak on particular issue be accepted by both
dili pa nan dayon sayon conflicting parties.
maacept of the Through the years, time
conflicting parties but will heal and conflict
there are cases nga will be forgotten.
napabayaan ang conflict
then time will heal
through the years.
I have!, kana bang we I don’t want the Professional/
don’t want the conflict conflict to happen again Personal values
recall often times, kanang and again because our
kanunay lang siyang works, and activities
moappear ba! Mag baklik- are affected, being
balik unya there are work, jeopardized since the
and there activities nga issue is always appears.
affected, works that are
jeopradized tungod ang
issue gabalik balik.
Kuan lang! I will! kanang, I don’t mind at all; it Acceptance/
I have to accept nga ingon will only cause hurt Personal values
ana, dili nako nako feeling in other; even
naginamind na siya kay it if Iam one who suffered
will only cause hurt most, I can sacrifice.
feeling sa other, bahalag
akoy masakit. I can
sacrifice.
Tinuod nah! Ah, Our Yes! It’s true; Our Religious
religion teach us how to religion teaches us how belief/ Personal
be patience, our religion to be patient, and to Values
teaches us to sustain sustain conflict. If
conflict kon mahimo ang possible our position in
position nato sa simabahan the church should be
mapakita nato ug like our God’s manner.
mapadayag, ingon anah ang
kinaiya nato sa DIyos.
Tinuod na siya nga atong It’s true! Our religion Religious Belief
religion spring board na is a spring board into and Personal
sa atong emotions, If you our emotions; If we are values
are religious ang atong religious our emotions
emotions iyang istable. will be stable.
Dayon, the sum total of The sum total of my Personal belief/
my personality apil na personality includes my Personal values
akong emotions anah, kay emotions. Sometimes the
sometimes man gud ang man’s defeat is how to
kapildihan, ang defeat sa control emotions; that’s
tawo naa man diha how to why we are not only
control emotions that’s taught to be
 73

why we are not only taught intelligent, but also we

to be intelligent but also are taught to be
we are our taught to be emotionally intelligent.
emotionally intelligent.
Of course! Panalingtan I had experienced that;
para sa ako sa mga anak, like for instance she Compromising
ingon ana na lang nah kon wants to have something
maghisgot tag compromise and then I compromise
man gud sagad naa man na it. With my child,
sa ato diri, naexperiecne usually I will give her
man jud nako ni, the things she needs as
pananglitan naa siyay long as she will show to
gusto dayon akong me that she is an
ikompromise sa iya, I achiever in her school.
will give you this as long
as you will show to me
that you are an achiever
in your school for
instance.
Importante nah! Importante Accurate information is Accuracy of the
Kanang accurate kay kon very important in giving Information/
dili accurate ang out decision to a Objectivity
information so magproblem problem. If the
ta ug himog on giving out information is not
decicison unya para pud accurate, just for
nako kon if you will just talking, it is wasting
talk with and then dili my time of listening.
accurate ang imong gihatag
na nga information you
just wasting my time
listening.
Win-win solution is using Win-win solution is Compromising
authority. Ah there are using authority. In Considerate to
times nga mao tong ingon workplace (school), I others
ko sa imo. There are times will use authority if
but not all times. Sa necessary; for the sake
workplace, school, I will of having peace, I just
use if necessary. Ang shut up, even if it is
kuan ra man diha ang unreasonable.
compromise is we just
accept the reality, pareha
ba nga ato na lang dawaton
tungod kay for the sake of
peace. Naa man diri nga
dili makatarunganon pero
for the sake of peace we
just shut.
Of course! give and take I believe in give-and- Give and Take/
kay tungod kon always naa take. There is a theory Considerate
may nga mga theory,gusto on it. We want to be
nato, we weant to be listening always but
 74

listen, and we want to be nothing happens, it’s on

listen, sige na lang, kamo them.
na lang.
If the issue is only to a If the issue is only to Personal values
particular person then a particular person I
okay lang siya pero unya will call him or I will
kon dad-on nato sa gawas go to her and talk to
morag iannounce morag dili her to have better
maayo but to a particular decision in solving the
person, I will call him or problem. It is not good
will go to her and then to bring the issue
talk with he, so that the outside and announce it
problem will resolve. to the public.
Bringing the issue didto I haven’t tried. Tactfulness
sa mga kauban I havn’t Bringing the issue into
tried. Naay kausa our collegues, it
nahitabo diri during happened here once in
council meeting but only the council meeting but
to a selected few. only to a selected few.
Ye! I have tried so many Yes, I have tried itso Personal Values/
times bisan sa amo ni Mrs. many times. With my
I can’t dare that the wife, I can’t dare that
conflict will end for one the conflict will last
week, gusto nako for one for one week; I want to
hour or in two hours time resolve it immediately
or in one day we can so that our emotion
resolve immediately aron becomes stable; we can
Para emotionally mastable move on, work on
atong, we can move on, we immediately, because
can work on immediately , everything has been
everything will be settled settled.
and manage.
Wala ko! Ang I don’t use aggressive Accuracy
pagkaagrresive tingali, behavior in resolving of the
agrressive bevahavior in conflict. We should be information/
managing or in resolving passive and not Personal values.
conflict sometimes I use judgmental to the
aggressive behavior but problem if the
sometimes we should be information that we
passive like for instance receive is not accurate.
kon ang information nga Afterwards, we feel
nadawat is not accurate sorry because the
sometimes magmahay pa nuon decision is not correct.
ta pagkahuman, kanang If the root-cause of the
makita na nato. where the issues has not yet been
panghitabo has been seen. I will not
experience already. Kanang immediately decide so
nakita nako ang root that the problem will
cause of the conflict not become worst.
naexperience na nako daan,
pero kon wala pa unya
 75

magpataka ta ug entra ta
basin kita pay hinungdan
nganong misamot ang
prolema.
Well, ang basis nako kon My basis that conflict has Personal values
nakonfide na, miangkon ba been resolved when it is Harmonious
miangkon na sila.Through confided through their relationship.
expression nila basta daghan, facial and verbal
facial expression those are expression. Those are the
elements of other, relation. elements of restoring
Extended ang relation relationship, what is the
especially in the workplace, usual of being friendly
kanang restoration, what is relationship between
katong mga usual of being colleagues.
friends, being usaual
relationship between
collegues.
There is no best kay tungod There is no best, because Personal values/
lahi lahi ang conflict, lahi- these are different types and Personal
lahi ang variable ba, of conflict, different belief
variability ug issues and mga variables, variability and
concerns lahi-lahi na gud ug issues and concerns; there
problem there must be is particular solutions
particular solutions to a for every particular
particular problem. problem.
Maminaw ra jud ko, pagkahuman I usually listen! After Good listening
I have to gather all the that I have to gather all skills/ Objective
information dayon anha nako the information, that’s person
mohimo ug mga decision. the time, I will make
decision.
Sa akong mga kasinatian, the In my experiences, Ican Listening skills/
best for me which I can say say the best for me is to Personal values
is to listen, to one another, listen to one another, and Fairness
and then kanang strengthen strengthen our emotions Tactful
anto atong emotion not to be not to be ignited
ignited immediately because, immediately. Before we
before we act or decide to a act or decide to a
particular issue we have to particular issue we have
think it one hundred times, to think it thousand of
one thousand times or ten times before we open our
thousand times before we open mouth. To be tactful, I
our mouth mao na siya, dili will not talk much because
na kaayo nako daghanon nako I don’t like that I might
kay unya ang hinungaban be the cause of the
basin ako pa ako unya tungod conflict. And I closed my
kay I open my mouth many ears to people whom I fail
times, I closed my ears to to hear/listen.
people where I fail to hear
them.

Second Stage: Integrating Categories and Their Properties

(Axial Coding)
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Understanding the relationship among the categories is

the characteristic of this stage. The researcher is like an

investigative reporter asking the questions, what, when,

where, why and how and with what result of consequences

(Strauss &Corbin, 1998; Tan, 2009). By answering these

questions the researcher intertwined the loose array of

concepts and categories. The constant comparative nature of

the questions ensures that patterns are of merely woven into

two-dimensional pictures of reality, but rather woven into

much more complex, three-dimensional constructivist ecology

of the participant.

Tan(2009) pointed out that understanding those

relationships is not intuitive. In fact, one of the

grounded theorists, McCaslin (1993) suggested developing a

Reflective Coding Matrix that would be explained in the

third stage. This stage allowed the researcher to be more

engaged in effectively understanding the relational dynamics

of the categories, and formulate a matrix called a

Conditional Relationship Guide (Scott, 2002).

The Conditional Relational Guide format is designed to

ask and answer each relational question about the category

named in the far-left column.

 What is (the category)? (Using a participant’s

words/memos helps avoid bias).

 77

 When does (the category) occur? (Using

“during….” Helps form the answer.

 Where does (the category) occur? (Using “in…”

helps form the answer.)

 Why does (the category) occur? (Using “because…”

helps form the answer.)

 How does (the category) occur? Using “by…” helps

form the answer.)

 With what Consequences does (the category) occur

or is (the category) understood?

Other questions were not used in the Conditional

Relational Guide of this study, because they found to be

inappropriate to be used. The questions of what, how and

with what consequences were only used and presented in the

Conditional Relation Guide in the next page.

Table 2 illustrates a Conditional Relational Guide.

 78

Table 2. Extract from the Sample Conditional Matrix Guide

Phenomenon What How Consequences

Active -What is the -Restate To ensure you
listening conflict all -Paraphrase hear and
about? -Summarize. understand
other's
positions and
perceptions.

Organizing by -What are the To understand

-Listen
Gathering underlying his or her
with
Information interests, motivations
empathy
needs, and and goals,
and see
concerns? and see how
the
conflict your actions
from the may be
other affecting
person's these.
point of
view.
-Identify
issues
clearly
and
concisely.
-Remain
flexible.
-Clarify
feelings.
To feel
-be open to all satisfied
Brainstorm -What are the ideas, including
with the
different ones you never resolution,
possible considered it will help
solutions? before. if everyone
has had fair
input in
 79

generating
solutions.

The Conditional Relationship Guide attempts to relate

the structure to the process. The Consequences developed

with the Guide, further contextualized the central

phenomenon on the selective coding in the third stage. The

consequences were then selected to become substantive

categories, i.e., higher level of concepts that emerged from

further abstraction of the previous open coding and

analysis. Those categories on the guide in the Conditional

Matrix Guide that were not consequences are likely to be

dimensions of consequences, and became dimensions on the

next page.

Third Stage: Delimiting the Theory through Selective Coding

and Sorting Categories

The third stage consisted of selective coding and

sorting categories. Also, in this stage, a storyline was

developed and formulated. This process involves writing a

general descriptive, or story line, and verifying it with

the data at hand.

The Conditional Relationship Guide identified the

relationships and interactions of the categories one with

the others, and described how the consequences of each

category were understood. It was at this stage that the

 80

researcher primarily focused on the emergence of these key

properties and models of understanding the consequences as

indicator that the study was theoretical saturation (Glaser,

1978). This was also the beginning of weaving a story line

of the many patterns discovered in the Conditional

Relational Guide.

To contextualize the Core Category, the central

phenomenon about which all other major and minor categories

relate is the primary objective on this stage. Once a Core

Category is determined, all other categories become sub-

categories. The sub-categories in the relational hierarchy

become the Core Category descriptors: the properties,

processes and dimensions.

Development of Story Line for the First Case

The remainder of the selective coding process entailed

relating relevant phenomena to the Core Category or the

central phenomena/central concern, always maintaining the

central phenomena at the heart, as an ever widening tapestry

as threads of lesser phenomena were tied to and woven around

it. The properties and dimensions of the Core Category were

more fully developed at this time and the threads of the

properties and dimensions of related phenomena, categories

and concepts were interlaced and woven tightly together

(Tan, 2009).
 81

For the first case of this study, the story line was:

………how does Case One resolve conflict and what are the
factors that affect his cognitive way of resolving
conflict. Case One’s Conflict Resolution approaches are
influenced by his family orientation and profession. The
degree of conflict-caused and the type of the conflict
determine the (conflict resolution approach) he used. Case
One’s conflict resolution approach is composed of two
cyclical and multi-dimensional phases namely: (1) Affective
process which includes: (a) Personal capacity, (b) active
listening skill and (3) personal values: (2) cognitive
process which includes (a) recalling, (b) visualizing,(c)
spotting, (d) brainstorming,(e) negotiate a solution, and
(f) verification. If the conditions are not met, then the
cycle continues until the respondents are satisfied with
the solution. Throughout the process, the use of
understanding needed to resolve conflict, expands people's
awareness of the situation, giving them an insight into how
they can achieve their own goals without undermining those
of other people The use of group cohesion is important When
conflict is resolved effectively, team members can develop
stronger mutual respect, and a renewed faith in their
ability to work together, and to improve self-knowledge
pushes individuals to examine their goals in close detail,
helping them understand the things that are most important
to them, sharpening their focus, and enhancing their
effectiveness.

Using the story line for the first case as guide, the

researcher stepped back again to weave a version of the

story at a higher level of abstraction, integrating

structure and process in a single statement. Thus, the

theory of “Using Family Orientation in Conflict Resolution

 82

Approach among Teachers of MSU-Lanao Norte Agricultural

College Campus” emerged along the way.

In this study, the researcher found that Case One

actually uses his Family Orientation throughout in resolving

conflict as an approach. As other researchers believed that

these approaches enhance conflict resolution, the

researcher, agrees with them and that good conflict

resolvers actually use these approaches automatically that

make them successful as they are. One concrete example is

Case One, considered as good conflict resolver by his family

and colleagues.

The above reality makes the researcher asks questions

regarding the development of one’s Family Orientation

approach. Is Family Orientation approach innate, inherited

or learned? When and how? Is this approach actually part of

the development of a person as he/she grows older? These and

a lot of questions are still unanswerable and the researcher

intends to put them as recommendations for further research

in her paper.

Table 3 illustrates the delimiting stage of the theory

of the first case through the selective coding process.

Table 3
 83

Selective Coding for Core Categories for the First Case

“Using Family Orientation in Conflict

Resolution Approach” is a theory that has emerged from
the two multi-distinct yet related main process of
categories:
Cognitive Process
Affective Process,
** Some of the categories consisted of dimensions and
sub-dimensions.

For Case One, his conflict resolution approach has

two multi-distinct yet related processes. In each
process he frequently asks thinks and reflects
throughout the conflict resolution. He usually does
self-reflect, self-listening and self-aware by the used
of think-loud or self-talk.

First, he recalls and spots the conflict. Through

these, he could easily manage and plans for possible
solution to resolve the conflict. He makes connections
in order to know the conflict-caused. He usually
visualizes the effect often times to see the whether
he’s the cause. He organizes the data of the conflict
through active listening skill and fair judgment to both
conflicting parties. He does brainstorming in order to
have possible solutions with the conflicting parties. This
means that if everyone is going to feel satisfied with
the resolution, it will help to have fair input in
generating solutions. Brainstorm possible solutions, and
be open to all ideas, including ones you never
considered before. Second, he Negotiates a Solution: By
this stage, the conflict may be resolved: Both sides may
better understand the position of the other, and a
mutually satisfactory
Through their solution
expression may facial
like their be clearand to all.
verbal
This is wherethose
expressions a technique
are the is useful of
elements to other
find relation.
a solution
that,
They extended their relation, especially in There
at least to some extent, satisfies everyone. the
are three guiding principles here: Be Calm,
workplace, its restoration! What is the usual of Be Patient,
and Havefriends,
being Respect. being
Lastly,usual
he verifies the whole process
relationship again
as the basis to explore facts, issues
between colleague and to calm these situations and possible
down,
solutions properly. Conflict can often
it helps to take a positive approach to conflict be resolved
effectively.
resolution, where discussion is courteous and non-
confrontational, and the focus is on issues rather
than on individuals. If this is done, then, as long
as people listen carefully and explore facts, issues
and possible solutions properly, conflict can often
be resolved effectively.

The conflict resolution approaches of

the First Case are influenced by his affective and
cognitive processes.
 84

Affective Process
1. Personal Capacity
 85

Active Listening
Skills
The Conflict- 2. Family Orientation
Caused Religious Belief
Personal Value
Culture

Cognitive Process
Recalling /recognizing the conflict-cause
Spoting and Grasping
Visualizing

Brainstorm the Solution Negotiate the Solution

 Collaborating to the conflicting
 Compromising party
 Investigating
 Avoiding
 Direct Confrontation

Verification/Follow-up
Restoration of Relation as usual
friend (words and Action
Strong Relation as friend/collegues

Figure 5 Initial Framework of “Using Family Orientation in

Conflict Resolution Approach” from case 1

At this point of the grounded theory process, the

researcher had reached a higher level of theoretical

sensitivity in terms of the ability to identify and select

 86

only those variables that are related to the core variable.

This process is accounted for the variations in resolving

the main concern of the first participant in the conflict

resolution approach.

Fourth Stage: Writing the Theory

This is the concluding stage that attempted to explain

in writing how the core categories have been developed in

elaborating the story line and generating the theory “Using

Family Orientation in Conflict Resolution Approach”. In

writing the theory, the researcher included the rest of the

participants in the coding process and she utilized existing

literatures or theories in each category to strengthen the

theory’s explanatory power. In grounded theory research,

this is called supplementation” (Laguda, 2007: Tan, 2009).

As cited by Tan (2009), Laguda (2007) stated that

supplementation is a way of constructing new categories for

possible inclusion in developing theory. Conceptually, it

lies between coding (which names categories and specifies

the properties associated with them), and theoretical

sampling (which tells one what kinds of site or situation

one wants to look at nest. Supplementation starts with

existing category, and systematically elaborates contrasting

 87

categories in order to provide “raw material” for

theoretical sampling, cross, analysis and densifying

theories, and testing hypotheses. The focus of

supplementation is on categories not on data; on “might be”

rather than “is”. The result of supplementation and

elaboration is the condition halfway between the beginnings

of an inquiry in a situation that is being studied, and its

conclusion in a new situation.

The succeeding paragraphs which answer the statement of

the problem number three of this study utilized

“supplementation and elaboration” to develop the theory

“Using Family Orientation in Conflict Resolution Approach”.

The Meaning of “Using Family Orientation in Conflict

Resolution Approach among Teachers of MSU-Lanao Norte
Agricultural College Campus”

“One of the most important findings of cross-cultural

conflict resolution research is that religious belief in the
family is a perennial and perhaps inevitable factor in both
conflict and conflict resolution. Family orientation, after
all, is a powerful; constituent of religious beliefs,
 88

personal vaues, and cultural norms, and because it addresses

the most profound existential issues of human life (e.g.,
freedom, faith, fear security, justice and peace, sacred and
propane), family orientation through religious belief is
deeply implicated in individual and social conceptions of
peace. Yo tansform the conflicts besetting the world today,
we need to uncover the conceptions of peace within our
diverse religions, personal values and cultural traditions,
while seeking the common ground among them.”

_Abdul Aziz Said and Nathan C. Funk-

This study was based on a main emergent concern of

the participants in the study, which asked what approach of

conflict resolution does teachers of MSU-Lanao Norte

Agricultural College Campus. Qualitative method of Pandit

(1996), a grounded theorist, and the cross analysis method

of Glaser and Strauss (1967) were emplot=yed in this study.

Denton and Dreman (1997) stressed that the role of

family orientation is changing at present and is even faster

than in the past. The use of religious beliefs, and family

values have caused the family values of community and

belonging to be replaced by group cohesion and closed family

ties. However, changes in family structure, lifestyle, and

family life cycle have caused the family values of community

and belonging to be replaced by individualism and autonomy.

But, strength of the family relationship is affected by a

number of factors including communication orientation,

family cohesion, structure, and the adaptability of the

 89

family unit to major positive and negative occurrences to

one or more family members.

Moreover, Marshall, (2000) in Georgetown University

conducted study on the role of religion in conflict and

conflict resolution asserted that religion serves as

potential source of conflict prevention and resolution.

People who have been drawn into religious leadership have

more potential to communicate than social media (though some

use the social media). It provides religious literacy from

kinder through to the training of diplomats about religion

so people are more comfortable in finding ways to speak

about it.

In addition, the religion’s role in helping to resolve

conflicts and build peace is a crucial component in helping

to achieve human development more generally. ‘Religious

peacemakers’ are religious individuals or representatives of

faith-based organizations that attempt to help resolve

inter-group conflicts and build peace (Appleby, 2000, 2006;

Gopin, 2000, 2005; Ellis & Haar, 2005). They are most likely

to be successful when they: (1) have an international or

transnational reach; (2) consistently emphasize peace and

avoidance of the use of force in resolving conflict; and (3)

have good relations between different religions in a

conflict situation, as this will be the key to a positive

 90

input from them (Appleby, 2006: 1–2). Religious belief share

a broadly similar set of theological and spiritual values

and views and this potentially underpins their ability to

provide positive contributions to conflict resolution and

peace-building.

Using Family Orientation in Conflict Resolution may be

likened personal values to one’s conscience or sense of what

is right or wrong. A system of values permits a person to

endure the pains of a particular situation or to look beyond

immediate pleasure. It enables him to impose order on his

experiences, so that life is not so confused. It determines

the goals define who he is. Family Orientations are

subjective, that is, every person forms his own ideas of how

he/she should act. Smith (1992) has identified five specific

functions served by Family Orientation in which it includes:

1) Supplies the individual with a sense of purpose and

directions; 2) Supplies the basis of individual action, and

of unified, collective action; 3) Serves as the basis of

judging the behavior of individuals; 4) Enables the

individual to know what to expect of others as well as how

to conduct himself; 5) Establishes a sense of right and

wrong. It is obvious that Family Orientation from the

foundation of a person’s common modes of operation and are

so basic in daily interaction. As such they can influence

 91

one’s decision making, goal setting and actions including

conflict resolutions.

The findings of the study show that there is a positive

relationship between values orientation and marital conflict

resolution. The findings agree with previous related

findings (Denga, 1986; Kolo, 1993) about the influence of

values on behavior. The probable explanation is that

person’s values dominate and mould his actions and decision-

making power. In this context, spouses primary value systems

have an impact on their capacities for conflict resolution.

The specific values involved are traditional, security,

religious, and success. Individuals and faith-based

organizations from a variety of religious traditions are

increasingly active in attempts to end conflicts and to

foster post-conflict reconciliation between warring parties

in various parts of the world (Bouta et al., 2005; Smock,

2006). This is a phenomenon gaining increased attention,

although it is not a new one. Religious individuals, often

as representatives of faith-based organizations, have for

decades carried out mediation, striving to help resolve

conflicts.

The theory is now presented in three parts. The first

part is the presentation of the coding process of the rest

of the respondents; second is the outline of what is meant

 92

by “Using Family Orientation in Conflict Resolution

Approach”, and third presents a grounded typology among

Teachers of MSU-Lanao Norte Agricultural College Campus”

using the role of family orientation approach.

Appendix presents the incidents, translations,

categories, subcategories and dimensions of all the

respondents of the study.

Table 4 illustrates the open coding of the interview

transcripts as it appears in the open coding of the

interview of all cases.

Table 4

Extract From Open Coding of Interview Transcripts of All

Cases

Incidents English Translation Category/

Dimensions
Akin talaga, pag may For me, if there’s a Open-
conflict, mag-usap ang conflict both should discussion/
dalawa, open discussion, talk, have open Personal
intindihin mo siya at discussion, and belief
indihain din niya kung understand each other;
ano ang opinion ko. Both giving each other is
bigayan, yun ang the best solution. We
pinakamabisang solusyon. should not sleep if it
‘Wag matulog na hindi is not settled;
nasettle, kailangan importantly call them
itawag mo doon kung may up if there is a
 93

problema sa mga anak, sa problem with the

iyong trabaho, share it. children and in the
work, share it.
Yes! Of course, I will Yes! Of course, I will Personal
agree that God Will agree that God Will belief/
reward dahil Islamic Way reward, because in Religious
of Life kailangan Islamic Way of Life,
talagang palaging to be patient is very
mapagkumbaba. necessary.
Ay sus! Kani maring Of course! God will Personal
jud, siyempre kanang si reward, that’s humble Belief
God moreward, kanang yourself and I will
humble yourself and I raise/lift you up.
will let you up.
Ah!, ingon lagi ko That’s why I said Personal
humble yourself and I humble yourself and I Belief
will let you up. Mao will lift you up.
nang siya eemphasized That’s why we should
jud nato nang relasyon emphasize human
nato sa usag- usa. relation.
Human relation is very Human relation is very Personal
important because we important because we Belief
need somebody, no one need somebody; no one
can live alone. can live alone.
Yes! I believe it will Yes! I believe it will Strong faith
resolve in due time.. be resolved in due in God/
ah!.. you can forget time.. ah!.. you can Personal
everything… kanang forget everything… belief
gong.. when you’re in like, when you’re in
God’s guidance, if you God’s guidance; if you
submit yourself to God, submit yourself to
then forgets everything. God, then forget
everything.
No! I submit all to the No! I submit all to Strong faith
Lord. I confessed all the Lord. I confessed in God/
to him and God’s falsify all to him and God’s Personal
me… falsify me… belief
No! I want No! I want Confrontation
confrontation. confrontation.
Direct confrontation to Direct confrontation Direct
the concern, no more with the concern, no confrontation
delegation, if possible more delegation, if to solve the
face to face to solve possible face to face conflict
the conflict… is done to solve the
conflict…
Sometimes dili kapugong Sometimes emotions Emotionally-
sa emotion. cannot be controlled. Sensitive
 94

Para sa ako jud direct For me, direct Direct

confrontation, when I confrontation, when I confrontation/
ask apology from him and ask apology from him acceptance of
he also ask an apology, and he also asks an one’s fault.
then that’s solves the apology, then that
problem. solves the problem.
To solve the problem is To solve the problem Open talk/
to talk the person who is to talk with the forgiving
make an issue and after person who makes an
that forget everything. issue and after that
forget everything.
Of course! Ah, Kon Of course! Ah, I will Personal
mohatag tag pabor ngadto give favor to values/
sa isigka tawo, ah fellowmen, ah Religious
labina kon pangayuon ang especially if the Belief
pabor dili man na nga favor was asked, it
ihatag nato ang pabor doesn’t mean that we
nga maybe we are closed are close with the one
to the person, daun ah who asked, but it
kanang kusang loob ko should be heartily
nga mihatag for the done for the benefit
benefit well, mora pud of it. Well, it is
nang Godly ba. No, I Godly. No, I don’t
don’t expect rewards. expect rewards.
Importante na siya, just It is important, just Personal
like kanang akong like I had emphasized values and
giimpasize, example nako example the religion belief
and religion and and relation.
relation. Sometimes, Sometimes, even if the
bisan ang magtiayon couple have the same
pareha silang relihiyon religion and relation,
and relation pero naay there’s a conflict.
conflict. Pero I can But I can have good
have good relation sa relation with person
lahi nako ug religion, having other religion.
why? I have good Why? I have good
relation with it unya relation with him/her
diri nuon sa akong but not with the one
pareha ug relihiyon having same religion
dili, mao na para sa ko with me. That is why
importante ang human for me, human relation
relation. is very important.
Time will heal! so many Time will heal! In Personal
cases. I believe about many cases, I believe Belief/
kana nga principle the on that principle, the Personal
concept that time will concept that time will values
heal the wounds. Kasi, heal the wounds, since
 95

Dili man diha diha dayon it cannot right away

man nimo masettle kay be settled because the
presko pa man ang mga wounds are very fresh.
samad. Then If you will Then, If you will
speak on particular speak on particular
issue dili pa nan dayon issue, it cannot be
sayon maacept of the easily accepted by
conflicting parties but both conflicting
there are cases nga parties but there are
napabayaan ang conflict cases that the
then time will heal conflict has been
through the years. forgotten then time
will heal through the
years.
Tinuod nah! Ah, Our Yes! It’s true, Our Personal
religion teach us how to religion teaches us belief
be patience, our how to be patient; our
religion teaches us to religion teaches us to
sustain conflict kon sustain conflict if
mahimo ang position nato possible our position
sa simabahan mapakita in the church should
nato ug mapadayag, ingon be like our God’s
anah ang kinaiya nato sa manner.
DIyos.
Tinuod na siya nga atong It’s true! Our Personal
religion spring board na religion is a spring Belief and
sa atong emotions, If board into our Personal
you are religious ang emotions; If we are values
atong emotions iyang
religious our emotions
istable. will be stable.
Dayon, the sum total of And then! the sum Personal
my personality apil na total of my belief/
akong emotions anah,
personality includes Personal
kay sometimes man gud my emotions, that values
ang kapildihan, ang
sometimes our defeat,
defeat sa tawo naa man the man’s defeat is on
diha how to control
how to control
emotions that’s why we emotions that’s why we
are not only taught to are not only taught to
be intelligent but also be intelligent but
we are our taught to be also we are taught to
emotionally intelligent. be emotionally
intelligent.
Sa akong mga kasinatian, In my experiences, the Listening
the best for me which I best for me which I skills/
can say is to listen, to can say is to listen Objective
one another, and then to one another, and person/
 96

kanang strengthen anto then we strengthen our Personal

atong emotion not to be emotions not to be values
ignited immediately ignited immediately.
because, before we act Because, before we act
or decide to a or decide to a
particular issue we have particular issue we
to think it one hundred have to think one
times, one thousand hundred times, one
times or ten thousand thousand times or ten
times before we open our thousand times before
mouth mao na siya, dili we open our mouth.
na kaayo nako daghanon That’s it, not to be
nako kay unya ang tactful, I will not
hinungaban basin ako pa talk much because I
ako unya tungod kay I don’t like that I
open my mouth many might be the cause,
times, I closed my ears since I opened my
to people where I fail mouth many times; I
to hear them. closed my ears to
people whom I fail to
hear.

From open coding, memos were made by the researcher and

also coded to determine if the coding made was accurate.

Appendix presents the first open coded memos. Table 5

illustrates the coding of the memos done by the researcher.

 97

Table 5

Extract from the First Open Coded Memos

Memos Code
Categories/Subcategories/Properties
1. to create a vivid positive mental Visualizing
picture of something such as a
desired outcome to a problem, in
order to promote a sense of
Well-being.
2. Listen with empathy and see the Good listening skills
conflict from the other’s point of
view; identify issues clearly and
concisely, remain flexible and
clarify feelings.
3. ability to avoid giving offense: Tactfulness
skill in situations in which
other people's feelings have
to be considered
4. Personal nature of a person Personal values
5. worried or apprehensive, Concerned for others/
particularly about something such Personal Values
as a situation that is developing
or that has newly arisen like
Conflict situation.
6. As part of religious belief, there Religious belief
 98

is willingness to give and take

that both parties give up
something in order to reach a
peaceful resolution of a conflict
and leave with some degree of
satisfaction.
7. Showing accord or characterized by Personal values
friendly agreement or accord.

After the coding process of all the cases in the

investigation, the data indicated that the Teachers of MSU-

Lanao Norte Agricultural College Campus “use family

orientation approach”. It involves multi-distinct yet

related categories and processes, namely: 1) visualizing the

problem, 2) good listening skills, 3) tactfulness, 4)

personal values, 5) concern for others, and 6) religious

belief. The success or failure of the conflict resolution

approach seems to be influenced by some intervening factors

such as emotional intelligence, motivation, attitude,

environment, personality, faith and pride.

The role of family orientation in conflict resolution

approach as emerged from the data is of mixed-nature of

different roles to play in making decisions within the

family. The strength of the family relationship is affected

by a number of factors including communication orientation,

 99

beliefs , values, and the adaptability of the family unit to

major positive and negative occurrences to one or more

family members (Lee, 2002).

Moreover, the role of religion in conflict and conflict

resolution is a potential source of conflict prevention and

resolution, wherein religious beliefs and practices were

also developing in ways that proved relevant to conflict

resolution (Smock, 2009).

However, Smith (2005) stressed that there are four

components that religious beliefs are relevant to conflict

resolution namely: First, individual leadership. This means

that people who have been drawn into religious leadership

have more potential to communicate than social media (though

some use the social media) for good and for evil. Second, is

through education. Obviously there is education which

consciously provides religious literacy from kinder through

to the training of diplomats about religion so people are

more comfortable in finding ways to speak about it. Third,

it talkes about reconciliation and forgiveness. In many

senses the ethical and often the intellectual grounding for

trauma healing, for healing memories can be found in the

beliefs and practices and theologies of the people

concerned.
 100

On the other hand, values may be likened to one’s

conscience or sense of what is right or wrong. A system of

values permits a person to endure the pains of a particular

situation or to look beyond immediate pleasure. It enables

him to impose order on his experiences, so that life is not

so confused. Values orientation at home determines the goals

define who he is. Values are subjective, that is, every

person forms his own ideas of how he should act

(Appleby, 2006).

The point is that, when successful, religion’s role in

helping to resolve conflicts and build peace is a crucial

component in helping to achieve human development more

generally. ‘Religious peacemakers’ are religious individuals

or representatives of faith-based organizations that attempt

to help resolve inter-group conflicts and build peace

(Appleby, 2000, 2006; Gopin, 2000, 2005; Ellis & ter Haar,

2005). They are most likely to be successful when they: (1)

have an international or transnational reach; (2)

consistently emphasize peace and avoidance of the use of

force in resolving conflict; and (3) have good relations

between different religions in a conflict situation, as this

will be the key to a positive input from them (Appleby,

2006: 1–2). The world religions share a broadly similar set

of theological and spiritual values and views and this

 101

potentially underpins their ability to provide positive

contributions to conflict resolution and peace-building.

The study of Said & Funk, (2001) describes the role of

family orientation thorugh religion among cross-cultural

conflict resolution as the challenge to honor the diversity

of the world’s humanistic and spiritual traditions while

seeking common ground among them. They had developed the

important components namely: religious belief, personal

values and understanding culture.

The present study has important bearing on the studies

of Thomas and Kilmann (1990), Tomas (1991), and Said and

Funk (2001). Their similarities and differences with the

present investigation are described and presented as

categories and sub-categories are illustrated in the

succeeding paragraphs.

Figure 8 illustrates the emerged integrative construct

of the core categories of using family orientation in the

conflict resolution among teachers of MSU-Lanao Norte

Agricultural College.
 102

1. Religious
Belief

Strong Faith
Prayerful
Forgivefulness

Using Family Orientation

2. Personal Humbleness
Values Patience/considerate 3. Understanding

Tactfulness Cross-Cultural
Friendly
Traditions
Positive Outlook

Verification/Following-up

 Restoration of relation as
Usual friend
 Relationship can be strong
again

Figure 8 Emerged Integrative Construct of Core Categories

Category 1: Religious Belief

Religious belief amongst teachers of MSU-Lanao Norte

Agricultural College comes as the first category in conflict

 103

resolution. It includes related things coming one after

another elements. For teacher, the property of religious

belief involves the elements of strong faith in God,

Prayerful and forgivefulness on the person’s who made

mistakes to him/her.

The main part of religious belief as the first category

of conflict resolution approach is similar to Said and Funk,

(2001) cross-cultural conflict resolution approach and

somewhat similar to Appleby (2006) faith-based organizations

that attempt to help resolve inter-group conflicts and build

peace. On the other hand, religious belief category in this

study is similar also to the conflict process of Smock

(2009). He stressed that the strong faith in God, prayerful and

forgivefulness are the key roles of religion in conflict and

conflict resolution is a potential source of conflict prevention

and resolution, wherein religious beliefs and practices were also

developing in ways that proved relevant to conflict resolution.

On the other hand, Religious practices of prayer ,

hospitality, forgiveness and reconciliation, are crucial in

shaping a community's social response to conflict

situations. These practices also provided an important

framework for understanding conflicts related to

development, clash of cultures and social justice.

 104

In this study, strong faith in God means sense of

responsibility or devotion to duty of his religion. The property

of strong faith involves the believers in a religion considered

as an individual, especially Muslim or Christian. They agree

that, when you’re in God’s guidance, if you submit yourself

to God, then forgive and forget everything.

Table 6 illustrates how teachers initially used family

orientation in conflict resolution approach through

religious belief.
 105

Table 6 Extract from the Coding of Shpowing How Teachers

Initially Used Family Orientation Approach through Religious
Belief.

Incidents Translation Category/ Memo

Dimension
Importante naIt is Personal As part
siya, just like important, as values and of
kanang akongwhat I had Religious religious
giimpasize, emphasized belief belief,
example nako and example the human
religion andreligion and relation
relation. relation. is very
Sometimes, bisanSometimes, important
ang magtiayoneven if the in having
pareha silangcouples have peaceful
relihiyon andthe same resolutio
relation peroreligion and n of a
naay conflict.relation, conflict
Pero I can have there’s a despite
good relation sa conflict. But of
lahi nako ugI can have religion
religion, why? I good relation affiliati
have goodto person on.
relation with it having other
unya diri nuon sa religion. Why?
akong pareha ug I have good
relihiyon dili,relation with
mao na para sa ko him/her but
importante angnot with the
human relation. one having
same religion
with me. That
is why for me,
human relation
is very
important.
No! I submit all No! I submit Strong faith Agree
to the Lord. I all to the in God/ that when
confessed all to Lord. I Personal you’re in
him and God’s confessed all Values God’s
falsify me. to him and God guidance,
falsifies me. if you
submit
yourself
to God,
 106

then
forgive
and
forget
everythin
g.
Time will heal! so I believe on Personal One of
many cases. I the principle Belief/ the
believe about kana and concept Personal elements
nga principle the that time will values of being
concept that time heal the religious
will heal the wounds. But if
wounds. Kasi, Dili the wounds are
person is
man diha diha dayon still fresh, it being
man nimo masettle cannot be hopeful
kay presko pa man healed right and
ang mga samad. Then away and if you patient.
If you will speak will speak on Ready to
on particular issue particular forgive
dili pa nan dayon issue it cannot and
sayon maacept of be easily forget
the conflicting accepted by those who
parties but there both
commit
are cases nga conflicting
napabayaan ang parties.
mistakes
conflict then time Through the to them
will heal through years, time
the years. will heal and
conflict will
be forgotten.
Yes! Of course, I Yes! Of Personal Is is an
will agree that course, I will belief/ Islamic
God Will reward agree that God Religious Way of
dahil Islamic Way Will reward, person Life that
of Life kailangan because in to be
talagang palaging Islamic Way of patient
mapagkumbaba. Life. To be is very
patient is necessary
very
necessary.
God still molding God is still Perseverance Believing
us, part sa ilang molding us… Self- the power
pagtubo…ana nga part of their Accommoda- of God in
time, bata pa growing up. ting becoming
sila, physically, While they Patience and a total
mentally, were still Prayerful person.
emotionally ug young both,
spiritually. physically,
Maabot ang time mentally,
 107

nga makarealize emotionally

rana sila, Mao and
nang mosabot ra spiritually.
jud. Time will come
they can
realize that’s
why we need to
understand
them.

Category 2. Personal Values

The second categories of family orientation are

personal values. Personal values are those standards that

you set for yourself to live by. Since these values vary by

individual, they are “personal” and can include many things.

Religion, morals and ethics play a part in personal values.

Most core values are taught as religious core.

This property of family orientation involves the values

that provide an internal reference for what is good,

beneficial, important, useful, beautiful desirable,

constructive and etc. Values generate behavior and help

solve common human problems and resolve conflict at hand,

and for survival by comparative rankings of value, the

result of which provide answeres to questions of why people

do what they do and in what order they choose to do them.

 108

In some cases, as revealed by the respondents, when

they faced with a conflict, they turned to others for

advice. Although others’ opinions are valuable, critical

thinkers recognize that ultimately, any decision must be

guided by the decision maker’s own personal values and

goald. Good decision makers take full responsibility for

their own future. They realize they are only ones who can

truly evaluate the merits of each alternative.

Table 7 illustrates how teachers proceed to the level

of personal values of family orientation in the conflict

resolution approach.

Table 7 Extract from the Coding Of Showing How Teachers

Proceed to the Level of Personal Values of Family
Orientation in the Conflict Resolution Approach.

Incidents Translation Category/ Memo

Dimension
Dayon, the sum The sum total Personal Personal
total of my of my belief/ nature on
personality apil personality Personal understanding
na akong includes my values the
 109

emotions anah, emotions. personality.

kay sometimes Sometimes man’s
man gud ang defeat is how
kapildihan, ang to control
defeat sa tawo emotions;
naa man diha how that’s why we
to control are not only
emotions that’s taught to be
why we are not intelligent,
only taught to but also we are
be intelligent taught to be
but also we are emotionally
our taught to be intelligent.
emotionally
intelligent.
I will accept I will accept Patience and Strong desire
na lang heartily in Personal of having
heartily in order to have values peace for the
order to have peace of benefits of
peace of mind. mind. others
Of course! Ah, Of course! Ah, Helpful/ Strong desire
Kon mohatag tag I will give Personal in having
pabor ngadto sa favor to our values peace without
isigka tawo, ah fellowmen, expecting
labina kon especially if whatever the
pangayuon ang the favor has
pabor dili man been asked. It
rewards.
na nga ihatag doesn’t mean
nato ang pabor that I am close
nga maybe we are with the one
closed to the who asked, but
person, daun ah it should be
kanang kusang heartily given
loob ko nga for benefit.
mihatag for the Well, it is
benefit well, Godly. No, I
mora pud nang don’t expect
Godly ba. No, I rewards.
don’t expect
rewards.
O I believed as Yes! I Patience/ Desirable
teacher, it believed; as Humbleness/ behavior
reflects our teacher, it Personal being humble
humbleness, reflects our Values is part of
magpailob lang humbleness; teacher’s
gud tah, nga let’s be life in
negative patient the school.
feedback negative
echarge to issue must be
experience and charged to
 110

through our our

prayers, we experience
solve problems. and through
our prayers,
we solve
problems.

Based on the statements of the respondents, a summary

on how to improve their decision-making skills and to help

them to clarify one of their current conflicts, are as

follows: At the top of the chart, identify specific conflict

as approach-approach, avoidance-avoidabce, or approach-

avoidance.

1. In the left-hand column, list all possible alternatives

or courses of action. Although the wording of

the"approach–approach" discussion may imply only two

choices, most conflicts involve several options or

alternatives. Identifying all your options may require

homework. Read up on your problem. Talk to as many

people as you can.

2. Now list the logical outcome or consequence of each

alternative, regardless of whether the outcome is

significant or insignificant, certain or only possible.

3. Now review the chart. In some cases, they may find it

helpful to multiply the significance and probability

ratings and then compare those results for each

 111

alternative. In other cases, they may find it difficult

to assign numerical values to complex issues and

feelings. Even in the most difficult decisions,

however, the thinking and evaluation elicited by this

chart should provide insights to their conflict. Also

note the feelings you associate with each alternative.

Careful decision making tries to integrate feelings and

cognitions.

After they have reviewed each alternative, ask yourself

which choice is most in line with their overall goals and

values. Some alternatives may look more—or less—appealing

when weighed against long-term relationship plans, career

goals, and personal belief systems. They may also want to

discuss your chart with a trusted friend before you make a

final decision.

Category 3. Understanding Cross-Cultural Traditions

After using the personal values inherent from family

orientation, the next category that respondents used in the

conflict resolution approach is understands cross-cultural

traditions. Understanding the cross-cultural traditions

involves the ideas how the respondents shared beliefs and

practices. It is a group of people whose shared beliefs and

 112

practices identify the particular place, class, or time to

which they belong and having just relations in a way to

create pathways that can leverage and resolve conflict in a

short time. This category of family orientation in conflict

resolution, the respondents think ways on how they relate

one another. They claimed that communication is essential

within and across cultures. Such cultural activities may be

expressed in terms of exchanges of teacher’s ideas in

resolving the conflict between them and to students,

teachers, and parents and even to the school head.

Table 8 illustrates how teachers proceed to the level

of understanding cross-cultural tradition of family

orientation in the conflict resolution approach.

Table 8 Extract from the Coding Of Showing How Teachers

Proceed to the Level of Understanding Cross-Cultural
Yradition of Family Orientation in the Conflict Resolution
Approach.

Incidents Translation Category/ Memo

Dimension
Tinuod nah! Yes! It’s Personal belief
Ah, Our true. Our of Christian A shared
religion teach religion Culture beliefs and
us how to be teaches us how practices of
patience, our to be patient; Christian
religion being our religion
Christian being
culture to
teaches us to Christian identify the
sustain teaches us to particular
 113

conflict kon sustain teaching of

mahimo ang conflict; if religion to
position nato possible our which they
sa simabahan position in belong.
mapakita nato the church
ug mapadayag, should be like
ingon anah ang our God’s
kinaiya nato manner.
sa Diyos.
Tinuod na siya It’s true! Our Personal Belief Christian
nga atong religion being of Christian culture
religion being Christian is a Culture and refers to the
Christian is a spring board Personal values belief,
spring board into our in values and
na sa atong emotions; If understanding
emotions, If are we culture.
norms of an
you are religious our individual.
religious ang emotions will
atong emotions be stable.
iyang istable.
Yes! Of Yes! Of Personal Is is an
course, I course, I belief/ Islamic
will agree will agree Religious Culture’s Way
that God Will that God Will person of Life that
reward dahil reward, to be patient
Islamic Way because in is very
of Life Islamic Way necessary.
kailangan of Life. To
talagang be patient is
palaging very
mapagkumbaba. necessary.

Some of the respondents statements, they believed that

culture (Christain and Muslim) helps them to clarify what

their lives are for and what is worth working for in

resolving conflict at hand. Their statement about cross-

cultures provides knowledge on how to recognize different

value system and their impact on behavior is essential in

order to understand organizational and individual behavior

and successful adaptation to the environment, avoiding

 114

misunderstanding and suspicion about the issue of cobflcit,

know how to communicate both conflicting parties through

anticipating how people evaluate issues andavoid

embarrassment of using verbal and non-verbal communication

that is out of step with the conflicting parties.

Category 4 Verifying/Following-up the Conflcit Resolution

Approach

When the respondents are done with the properties of

family orientation, they have to see to it that their usual

relationship as a friend is strong again or restored either

in action or in the exchange of words. This is the last

process of resolving the conflict which is verifying or

following-up. Here, the researcher pays attention on why

and how the respondents know that they had already resolved

the conflict. There are two main properties that emerge in

this process after the process of negotiating the solution.

These are verifying and following-up, which are based on the

respondents’ statements and on the existing literature.

To verify either the conflict has neen resolved means

a course or action that the respondents undertake actions.

Here, the respondents verify to ensure that bad feelings

about the solution do not on too long. Others remind

themselves that human relation is importantin the workplace,

 115

and work should not be jeopardized. Verifications are

invested in each other’s personal well-being and they want

that their relationship will strengthen, and teachers’

relations can positively solve just about any conflict. If

they knew that feelings (by action and words of expression)

of one conflicting party is not good to see and hear, then

they renegotiate again the conflicting party with the

solution which can satisfy both of the conflicting parties

by using their religious belief particularly the use of

personal values (patient and humbleness). The following-up

process of resolving conflict refers to the course of action

that the participants undertake after the verification

process to ensure that solutions are put into action, and

any emotional problems are resolved. In this process, any

grudges or hurt feelings may fester until they flare up into

conflict again. To them, proper follow-up means putting the

disagreement behind so that the relationship can be strong

again. For the Muslim, usually they follow-up by having the

“kandori”, an act of thanksgiving that the conflict has been

resolved and emotions of the conflicting pareties are

satisfied.

In the study of Kinicki A. & Kreitner, R. (2006), this

refers to the Step of Affirm, forgive, or thank. During

this process, A handshake, hug, or kind word gives closure

 116

to the resolution of conflicts. Forgiveness is the highest

form of closure. This also witnessed the respondents in

resolving the conflict as it says “When you forgive

somebody… you’re spared from the dismal corrosion of

bitterness and wounded pride. For both parties, forgiveness

means the freedom again to be at peace inside their own

skins and to be glad in each others’ presence.”

On the other hand, this is similar to the following-up

of Kilmann (1990) and the relationship between conflict

typer task of Denton and Dreman (1997). Saying thank you at

the end of a conflict, or acknowledging the person for

working things out sends a message of conciliation and

gratitude. This emphasized to preserve relationships this

way, strengthening the connections and working through

problems that arise and this conflict resolution has an

application in every walks of life. Also, following-up the

cpnflict resolution has helped to form a base of

understanding no matter who’s dealing with, instead of

reacting, calming, and listening to what people have to say

would feel like you understand; then they tend to become

less volatile. Thus, listening to each other’s point of

view by talking it out, people will gain empathy towards one

another. The resolution came as they began to understand

each other’s feelings.

 117

While this is using family orientation of Kilmann

(1990) and Denton and Dreman (1997), a similar subprocess of

verification and following-up can be seen in the existence of

these categories in the conflict resolution approach.

Table 9 best illustrates the emerged category of verifying

and following-up in the conflict resolution category.

Table 9. Extract from Coding the Emerged of Verifying and

Following-up in the Conflict Resolution Approach.

Incidents Translation Category/Dim Memo

ensions
Well, ang Well, my basis if it Harmonious Verifying the
basis nako kon is already confided, relationship/r relationship
nakonfide na, they accept it. And es-
miangkon ba through their toration/usual
through
miangkon na expression…. Like of being restoration
sila.Through their facial friends. what is usual
expression expression, those of being
nila basta are the elements of friends.
daghan, facial other relation. They
expression Extended their
those are relation, especially
elements of in the workplace;
other, it’s restoration!
relation. What is the usual of
Extended ang being friends is
relation having usual
especially in relationship again
the workplace, between colleagues.
kanang
restoration,
what is katong
mga usual of
being friends,
being usual
 118

relationship
between
collegues.
To solve To solve the Open talk/ Open talk,
the problem problem is to forgiving then forgive
is to talk talk with the and forget
the person person who made what is
who make an an issue and happening.
issue and after that forget
after that everything.
forget
everything.
Ay o dalion Yes! We will Professional Quick
jud nato ug immediately solution is
sulbad, resolve the important in
aron atong conflict so that order works
trabaho our work will not will not
sili be affected. jeopardize.
maapektuhan
.
Akong My feeling is Peace at To ensure
feelings pleasant, I feel all/ that bad
naulian relieve from it; restoration fellings
nah, gaan there’s nothing of feelings. about the
na kayo ko, to feel anymore. solution do
wala nah. not go on too
long.
Dili nako I will not Professional Remind them
iapil ang involve my work. that human
trabaho, It’s not good relation is
alang-alang also that we important in
ang mga involve the the
bata maoy learners. workplace,
bothan! and work
should not
jeopardize.
AY mao For me, the Sense- Talking it
lagi to, conflict has been making/ out can gain
ang sa ako resolved based Reconcilia- empathy
lang, from our usual tion toward one
siyempre, conversation we another. The
mahibal-an had. No more resolution
nako nga snobbish look came as we
wala nay with each other. began to
conflict understand
kay nag- each other’s
istroyahana feelings.
 119

y na man
mi, wala
nay yam-
iray sa
usag usa.

Based on the interview, majority of them asserted

that they usually verify and following-up to preserve

relationships, strengthening the connections and working

through problems that may arise. Further they stressed

that following-up the conflict resolution helps them to

form a base of understanding no matter who’s dealing

with, instead of reacting towards the issue. Group

cohesion will increase when conflict is resolved

effectively; team members can develop stronger mutual

respect and a renewed faith in their ability to work

together.

Figure 9 best illustrates the emerged category of

verifying and following-up category in conflict

resolution approach.
 120

Negotiate Solutions

Verifying
They have to see to it
that their usual
relationship as a
friend is strong again
either
Proper in action
follow-up or in
means
the exchange
putting of words.
the disagreement
behind so that the
relationship can be
strong again. For the
Muslim, usually they
follow-up by having the
“Kandori” an act act of
thanksgiving that the
conflict has been
resolved and conditions
of the conflicting
parties are satisfied.
 121

Follow-up

Figure 9. Emerged Category of Verifying and Follow-up in

Conflict Resolution Approach.

Basing on the four categories of using family

orientation in the conflict resolution, the researcher asks

question to herself, “What is happening to the data?” Cross-

analysis method is being used again and the story that

merged seems to be that “using family orientation in the

conflict resolution approach among teacher” which undertakes

in repetitive manner yet qualitatively unique in each

recurring moment of resolving the conflict. The different

processes are the following: The Affective process of

resolving conflict and cognitive process that follow were

used by the respondents in the different conflict issues

they solved. They claimed that the use of conflict

resolution approach depends on the variability of conflict

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issues. Likewise, Cognitive process depends on the degree of

difficulty of the conflict and the parties involved on it.

Most of the time respondents do not directly solve the

conflict on their own way, but through the different styles

in Affective process of resolving conflict as they revealed.

They had learned few approaches in resolving conflict but

they do not directly resolve it without active listening and

understanding the cause of the conflict. Some of the

affective and cognitive processes enumerated here were

mentioned by the respondents during the interview. The

researcher realized that without these cateogories of family

orientation, conflict resolution is not handled effectively;

thus, the conflicting goals can quickly turn into personal

dislike. This is basically true that if conflict resolution

is managed in the wrong way, real and legitimate differences

between people can quickly spiral out of control, resulting

in situations where co-operation breaks down and the team's

mission is threatened. This is particularly the case where

the wrong approaches to conflict resolution are used.

Family orientation is defined as using one’s religious

beliefs, personal values and understanding cross-cultural

traditions to harness the conflict and promote peace-

building and reconciliation and restoration of relationship

 123

among the group Said and Funk (2001). Lee (2002) stressed

that the role of family orientation in conflict resolution

approach as emerged from the data is of mixed-nature of

different roles to play in making decisions within the

family. The strength of the family relationship is affected

by a number of factors including communication orientation,

beliefs, and personal values.

The use of religious beliefs, and personal values, and

understanding cross-cultural tradition have caused the increase

of cross-curltural community cohesion and strengthen closed

family ties.

Smith (2005) stressed that using family orientation with its

categories in resolving conflict is relevant and have more

potential to resolve than social media. However, following-up

the conflict resolution is very important to close the issue

and it helps to form a base of understanding no matter who’s

dealing with, instead of reacting and to calm and listen to

what people have to say would feel like you understand, then

they tend to become less volatile. This study is somewhat

similar with what Smith (2005) had claimed. Here, the use

of family orientations in religious belief, personal values

and understanding cross-cultural traditions supports in the

conflict resolution not only to their family alone but also

to their work organization as well effectively.

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Table 10 illustrates the emerged category of using

family orientations in the conflict resolution approach.

Table 10. Extract Coding the Emerged Using Family

Orientations Categories.

Incidents Translation Category/Dim Memo

ensions
Importante na It is important; Family Giving of
siya, just like just like what I Orientation/ responsib
kanang akong had emphasized religious ility to
giimpasize, example the belief somebody
example nako ang religion and else: the
religion and relation.
relation. Sometimes, even
giving or
Sometimes, bisan if the couples some
ang magtiayon are having the power,
pareha silang same religion responsib
relihiyon and and relation, ility, or
relation pero naay there’s a work to
conflict. Pero I conflict. On the somebody
can have good other hand, I else.
relation sa lahi can have good
nako ug religion, relation with
why? I have good person having
relation with it other religion,
unya diri nuon sa why? I have good
akong pareha ug relation with
relihiyon dili, him/her than
mao na para sa ko those having the
importante ang same religion
human relation. with me.
 125

No! I submit all No! I submit Family Agree that,

to the Lord. I all to the Orientation when you’re
confessed all to Lord. I Strong in God’s
him and God’s confessed all faith in guidance, if
falsify me… to him and God God/ you submit
yourself to
falsifies me… Personal God, then
belief forgive and
forget
everything.

Yes! I believe it Yes! I believe Family Conflcit

will resolve in it will be Orientation will be
due time.. ah!.. resolved in due Strong solve in due
you can forget time.. ah!.. faith in time when
everything… you can forget God/ you’re in
kanang gong.. everything… Personal God’s
when you’re in like, when belief guidance,
God’s guidance, you’re in God’s if you
if you submit guidance, if submit
yourself to God, you submit yourself
then forgets yourself to to God,
everything. God, then then
forget forgets
everything. everything
.
Yes! Of course, I Yes! Of course, Family Strong
will agree that I will agree Orientation belief in
God Will reward that God Will Personal the Islamic
dahil Islamic Way reward, because belief/ doctrine
of Life kailangan in Islamic Way Religious
talagang palaging of Life. To be
mapagkumbaba. patient is very
necessary.
God still molding God is still Family Believing
us, part sa ilang molding us…part Orientation the power of
pagtubo…ana nga of our growing Patience God in
time, bata pa up. They were and becoming a
total
sila, physically, still young Prayerful
person.
mentally, both,
emotionally ug physically,
spiritually. mentally,
Maabot ang time emotionally and
nga makarealize spiritually.
rana sila, Mao Time will come
nang mosabot ra they can
jud. realize that’s
 126

why we need to
understand
them.
Dayon, the sum The sum total of Family Personal
total of my my personality Orientation nature on
personality apil includes my Personal understandi
na akong emotions emotions. belief/ ng the
anah, kay Sometimes the Personal totality of
sometimes man gud man’s defeat is values
ang kapildihan, how to control
being a
ang defeat sa tawo emotions; that’s person.
naa man diha how why we are not
to control only taught to
emotions that’s be intelligent,
why we are not but also we are
only taught to be taught to be
intelligent but emotionally
also we are our intelligent.
taught to be
emotionally
intelligent.
I will accept na I will accept Family Personal
lang heartily in heartily in Oreintation values
order to have order to have Patience/ means
peace of mind. peace of mind. Personal strong
values desires on
having
peace.
Of course! Ah, Kon Of course! Ah, I Family The strong
mohatag tag pabor will give favor Orientation desire in
ngadto sa isigka to our Understan- having
tawo, ah labina fellowmen, ding/ peace
kon pangayuon ang especially if Personal without
pabor dili man na the favor has values
nga ihatag nato been asked. It
expecting
ang pabor nga doesn’t mean anything in
maybe we are that I am close return.
closed to the with the one who
person, daun ah asked, but it
kanang kusang loob should be
ko nga mihatag for heartily given
the benefit well, for benefit.
mora pud nang Well, it is
Godly ba. No, I Godly. No, I
don’t expect don’t expect
rewards. rewards.
O I believed as Yes! I believed Family Strongly
teacher, it as teacher, it Orientation believed
reflects our reflects our Patience/ that
humbleness, humbleness, Humbleness/ Humbleness
 127

magpailob lang let’s be Personal is part of

gud tah, nga patient to the Values teacher’s
negative feedback negative issue life in
echarge to We have to school.
experience and charge to
through our experience and
prayers, we solve through our
problems. prayers, we
solve problems.
Tinuod nah! Ah, Yes! It’s true, Family A culture's
Our religion Our religion Orientation Christian
teach us how to teaches us how Personal values that
be patience, our to be patient; belief/ refers to
religion of being our religion Christian its ideas
being Christian
Christian, teaches us to
culture about what
teaches us to sustain is good,
sustain conflict conflict; if right,
kon mahimo ang possible our fair, and
position nato sa position in the just.
simabahan church should be
mapakita nato ug like our God’s
mapadayag, ingon manner.
anah ang kinaiya
nato sa DIyos.
Tinuod na siya It’s true! Our Family Christian
nga atong religion being Orientation culture
religion being a Christian is a Personal refers to
christian, spring spring board Belief and the values
board na sa atong into our Personal and norms
emotions; If we
emotions, If you are religious
values/ that a
are religious ang our emotions Christian society
atong emotions will be stable. culture professes
iyang istable. to believe.

Yes! Of course, I Yes! Of course, Family Muslim

will agree that I will agree Orientation culture
God Will reward that God Will Religious being
dahil Islamic Way reward, because belief and patience as
of Life kailangan in Islamic Way Muslim Islamic
talagang palaging of Life. To be Culture Way of
mapagkumbaba. patient is very Life.
necessary.

The use of family orientations in the conflict

resolution approach among teachers of MSU-Lanao Norte

 128

Agricultural College is supported by Denton and Dreman

(1997) who stressed that the role of family orientation is

changing at present and is even faster than in the past. The

used of religious beliefs, and family values have caused the

family values of community and belonging to be replaced by

group cohesion and closed family ties.

Marshall (2000) conducted study on the role of religion

in conflict and conflict resolution and asserted that

religion serves as potential source of conflict prevention

and resolution. People who have been drawn into religious

leadership have more potential to communicate than social

media (though some use the social media). It provides

religious literacy from kinder through to the training of

diplomats about religion so people are more comfortable in

finding ways to speak about it. The existence of religious

belief, personal values and understanding cultural

traditions effectively resolve conflict not only to their

family alone but also to their work organization as well.

 129

A Typology of Teacher in MSU-Lanao Norte Agricultural

College with Regards to How They Use their Family
Orientations in the Conflict Resolution Approach

The teachers’ traits feature of doing grounded theory

methodology is serendipity (Glaser, 1978). Serendipity

refers to the accidental discovery of something valuable and

unique. It is sometimes presented as an element of

organizational learning but has been the object of scarce

research (Said & Funk, 2001). Similar to the study of Tan

(2009), serendipity in this study refers to its role of

religious belief, personal values and understanding the

cross-cultural traditions. The literature presents

serendipity as being in some way both passive and yet

capable of effective and peace-building way of resolving the

conflict. Accounts the unique process of research does not

leave serendipity as a peace-building definition of

“fortuitious discovery”, but hint at something more

effectively peaceful way of resolving the conflict

(Orellana, 2009).
 130

During the cross-analysis of the data, a connection

between incidenst, concepts and categories were discovered

by the researcher. The typology, in particular, as frames

of reference quickly come while the researcher moved from

the data collection, coding and analyzing using the constant

comparison method. The typology is based on two hypotheses,

which build the meaning of using family orientations in the

conflict resolution approach among teachers of MSU-Lanao

Norte Agricultural College.

Hypothesis One

The types of conflict resolver among teachers vary in

“using their family orientation in the conflict resolution

approach”. There are two types of conflict resolvers that

emerged in terms of their beliefs, values and culture in

solving the conflict in school and in their family. They

are also dependent thinkers, transitional thinkers, and the

independent thinkers.

Hypothesis Two

The success and failures of resolving conflict seems to

be affected by the intervening factors like type of

personality, belief, emotional intelligence, attitude,

 131

environment, prior knowledge and skills, work position, and

faith. Regardless of what type of individual culture of

teacher is (Christian/Muslim), their affective and cognitive

processes of resolving the conflict are greatly influenced

by the aforementioned factors.

Development of the Story Line for All Cases

This study, the main story line was:

…..how do teachers of MSU-Lanao Norte

Agricultural College resolve conflict at hand and what

approach affects in the conflict resolution. On using

family orientations in the conflict resolution approach

among techers, the teachers used two processes with their

elements namely: affective and cognitive processes and

family orientations approach were used by the respondents

in resolving conflict. The conflict resolution approach of

the teachers is neither linear nor just cyclical. It is

flexible depending to the types of conflict, different

variables, variability and issues and concerns. The

problem is different and there must be particular solutions

to a particular problem.

There are three types of conflict resolvers based on their

individual culture: “dependent thinkers”, transitional

thinkers”, and independent thinkers”, the dependent

 132

thinkers are those who just follow what the conflicting

parties want to agree upon. Like the dependent thinkers,

transitional thinkers also made use of the agrred solution

on both conflicting parties but with the mediator. The

independent thinkers, on the other hand, always solve their

conflict on their own way based on open talk or direct

confrontation to the conflicting parties without

collaboration and accommodating some view points of others

on how to resolve conflict. They were usually particular

with their religious belief, personal values and

understanding cross-cultural traditions of teacher in their

workplace. In order to confide that the conflict has been

resolved, they usually verify and follow-up through

restoration of the usual relation as friends in words and

in action. For the Muslim, they usually have the “Kandori”

as an act of thanksgiving that the conflict has been

resolved and conditions of the conflicting parties are

satisfied. It is also possible that at any phase of

conflict resoltuion approach, more than one type of

approaches or processes will be used, as if four or five

types would co-exist at one conflict resolution depending

on the impact caused by the intervening factors…..

 133

To illustrate the bigger scene of the meaning of “Using

Family Orientation in the Conflict Resolution Approach among

Teachers, Figure 10 emmerged integrative construct of the

theory.

Affective Process
Personal Capacity
Active Listening
Skils

Negotiate the
Brainstorm the Solution to
Solution the
-Accomodating Cognitive conflicting
party
-Investigating Process

-Collaborating
-Avoiding
-Compromising
-Direct
Confrontation
1. Religious
Belief

Strong Faith
Prayerful
Forgivefulness

Using Family Orientation

2. Personal Humbleness
Values Patience/considerate 3. Understanding

Tactfulness Cross-Cultural
Friendly
Traditions
Positive Outlook
 134

Verification/Follow-up
-Restoration of relation as
Usual Friend
-Strong Friendly relation

Figure 10. Emmerged Framework on Using Family Orientation in

the Conflict Resolution Approach among Teachers of MSU-LNAC

Developing an Initial Framework for an Effective Conflict

Resolution Approach

Based from the emerged framework of “Using Family

Orientation in the Conflict Resolution Approach among

Teachers of MSU-LNAC Campus” a cross-analysis was made by

the researches to develop a framework for an effective

conflict resolvers based from the responses of the MSU-LNAC

Campus teachers during the interview.

The framework presented here is nevertheless based on

majority of the respondents; (19) out of thirty-three (33)

respondents (57.57%) were found to be effective conflict

solvers. They were actually the successful conflict solvers

as identified by their conflicting parties prior to the

selection of the respondents. As described by their

conflicting parties, they were devoted to their religion

affiliation, with good personality and emotional

intelligence and displayed professionalism in their

workplace.
 135

After the cross-analysis, the framework emerged is just

exactly the same as the emerged framework in this study but

with specific depth and level of influences brought by their

family orientation (belief, personal values and

understanding culture) and the intervening factors besides

from their content knowledge (i.e. conceptual, factual and

procedural).
 136

Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and

recommendations put forth by the researcher in her study.

It includes research findings and the matter of external

validity or generalizability and the implications of the

theory to conflict resolution and for practice.

Research Findings and the Matter of External Validity or

Generalizabiltiy

The theory emerging from the collection and analysis of

data according to the central tenets of grounded theory

methodology can indeed be grounded in the broad field of

management research (Tan, 2009). The theory emerges through

the researcher who’s struggling with not only her own

analytical perceptions, but emphasizing with the ways in

which participants themselves solve conflict at hand. Just

like the respondents, the researcher herself is trying to

solve her own conflict making this study into a quality

research output. She continuously goes back and forth on

 137

the processes of solving her conflict; the only difference

is that, her conflict is not about mangement conflict, but a

real world conflict resolution. Repeated coding and

memoeing, confirmations of observations from multiple data

sources, cross-analysis from interpretations of these
multiple sources and continual testing for consistency
across multiple observations were made to the emerging
concepts. In the coding process, concepts have been
determined, made, and discounted so that the emergent theory
is produced.
The distinctive advantage of grounded theory is not

commenced from specific naturalistic situations, with the

intent of understanding the nature and rationale of observed

interactions and processes. Inductive theory generation is

embedded in explanation of phenomenon, rather than

generalizability. The powerful reason of the grounded

theorist is to develop conflict management skills that

involve implementing strategies to limit the negative

aspects of conflict and to increase the positive aspects of

conflict at a level equal to or higher than where the

conflict is taking place. For instance, in a school

organization, student-and-teacher’s conflict, conflict in

the family-given incidents that tend towards replicating

previous grounded theories. Naturally, the wider the

theoretical sampling frame develops the more embedded theory

 138

becomes, and while generallizabilty in the naturalistic

world of educational institutions requires circumspection,

general theories become possible from within the qualitative

paradigm (Tan, 2009).

In this study, the merged theory “using family

orientation in the conflict resolution” could possibly be

applied to other situation (i.e. situational conflict,

personality conflict, and political conflict). For the

researcher herself, the theory that became known to her

study is so much applicable to her present situation. For

her, the experience she underwent and still undertaking is

actually an application of the theory of “using family

orientation in the conflict resolution”. The researcher

underwent the following processes: (1) Affective process

which includes: (a) Personal capacity, (b) active listening

skill and (3) personal values: (2) cognitive process which

includes (a) recalling, (b) visualizing,(c) spotting, (d)

brainstorming,(e) negotiating a solution, and (f)

verification.

The first part of this research endeavor understands

what the conflict resolution is all about. For the

researcher, her main problem is how to make a grounded

theory research paper. Going through the first process of

conflict resolution, the researcher asked herself questions

 139

on what is grounded research study all about, what are the

methodology, and how she determined to do the qualitative

research and others. Self-determination pushed her after

surfing the internet about grounded theory research. She

then went to Musuan, Bukidnon to look for Dr. Denise-Abao

Tan, for she believed she would merely help her to pursue

his dreamed in making grounded theory research. In the

organization of all the necessary and important details

about the methodology of grounded theory research, like

videotaping, keeping records on importsnt terms,

categorizing the concepts, and handling follow up questions

to the respondents was very useful in the actual conduct of

the research. Creating the dissertation proposal was not

easy especially on the construction of the interview

protocol. In this process, the researcher was very

resourceful. She read lots of books about human resource

management to ensure the appropriateness of terms used in

questions. She only added important literature about

conflict management from her experience about managing

conflict in the classroom setting. Understanding the

methodology of grounded ended with the researcher passing

the proposal defense with some revisions as suggested by her

panel members. She then, proceeded to the Planning

strategy. She was able to identify the task requirement

 140

after the third consultation with Dr. Denise A. Tan at CMU,

Musuan, Bukidnon, and after reading the book of Strauss and

Corbin (1998). She understood that the technique and

procedures presented in their book are just tools for the

researcher to use and are flexible depending on the need of

the researcher. The researcher conjectured that Pandit’s

method would be the best method for her to use. After

reading the dissertation of Dr. Denise Tan (2009), she had

taught of using constant comparison method, cross-analysis

and Pandit’s. She even thought of using Glasser’s way but

be possible for her because she is a determined grounded

theory researcher. She seemed confused on what to do that

had even thought of not continuing the research anymore.

Good for her to have a very approachable mentor, Dr. Denise

A. Tan and her supportive husband who always believes in her

ability to finish the task at hand (sensible and supportive

environment-the intervening factor). So, she finally

selected Pandit’s, the constant comparison and cross-

analysis method in the data analysis of her study. Unlike

conflict resolution, analyzing the data gathered was the

hardest thing the researcher had experienced in her paper

work; she was constantly bothered by financial source and

her thought regarding herself as a determined GT researcher

(self-concept-intervening factor). She felt incapable of

 141

doing such research work and hope that she could have a

quantitative research instead. She felt much self-assured

in doing quantitative research than this kind of study. But

she always does hold on to the God (faith-interveing fator);

she believes that He is always there ready to help her in

this research work. Sometimes, she was in bad spirit in

doing the data collection and analysis, but was determined

to finish the work and the degree on time (attitude-

intervening factor). Checking was never easy for her, even

at this moment when she is done writing her paper; she is

still checking her coding process. She is still on the

process of verifying if she made the correct code, the

categories, and their relationship. She evaluates her work,

her paper from time to time. Reflecting and extending the

conflict resolution approach is the stage where she is

supposed to be in this moment. But as a determined GT

researcher and with the untiring support of her mentor (Dr.

Denise A. Tan) she is still going through the whole process

again and again. She knows that she needs the help of her

two advisers to have quality research output. For her,

their suggestions and comments are very necessary for the

accomplishment of her work. For now, she evaluates herself

as a transitional thinker in some parts of the process but

more on a dependent thinker in the initial stae and an

 142

independent thinker during the coding process and in writing

this paper. She plans to conduct a study similar to this

research methods in other aspects of management in due time.

In all stages of her research work, she constantly instructs

herself on her coding and analysis of the data; she

questions herself on her coding and analysis of the data;

she monitors her progress from time to time; she evaluates

her outputs and her work; and she reflects on what has been

done in a day and praises GOD for everything. She knows

that she needs more time in doing the GT research but her

determination and faith in GOD keep her moving on. Her

experience in doing her research does really confirm with

the theory that emerged in her study. There is no particular

or appropriate in the conflict resolution approach as she

has experienced. She jumps from one stage to another and

does the process in cycle. The step-by-step description was

made to illustrate events that occurred in each of the

phases but this does not mean that the occurrence is in

sequential from. It is rather cyclical in nature and one can

jump from one phase to another. At the end of the day, she

realizes Dr. Denise A. Tan’s words are true; it is a free-

flowing analysis and discussion, the researcher can analyze

the data and during her constant exposure to the data she

has unconsciously developed a theory in her study.

 143

The theory of “using family orientation in the

conflict resolution approach” therefore provides a procedure

for getting solution or frame of reference in which

individuals (particularly in the school organization) can

have a helpful procedure for arriving at a better conflict

solution. For the administrators, it can certainly give

those several specifc skills to use in the conflict

resolution process in school organization, and when these

skills are developed, conflict is more apt to be resolved in

a constructive manner.

The findings of this present study could also be

generalized in all other context which entails resolving

conflicts fairly can improve the quality of life with family

and friends. Moreover, the findings of this study can also

be used as basis for managerial functions, administrators

and teachers in constructing a good practice of a certain

skills and avoid barriers that get in the way of successful

conflict resolution. In sum, the finding can be generalized

for those readers who have conflict or misunderstanding to

be resolved, may it be in school, family and with friends,

and for those who judge that this theory has an implication

for their own life conflict resolution approach.

Implication of the Research Findings on Development Theory

 144

The researcher kept in mind that this paper discussed

and illustrated the accounts for the use of family

orientation in the conflict resolution approach among

teachers of MSU-Lanao Norte Agricultural College.

This grounded theory research on “using family

orientation in the conflict resolution approach among

teachers” is at stage of beginning to develop. Further

research study may be done on the emerging theory “using

family orientation in the conflict resolution approach” that

will use respondents in other levels or even politicians,

and professionals. The fact that conflict management cuts

across domains has given rise to certain questions that can

add to a development or refinement of the theory of conflict

resolution, that is, in order to be effective conflict

resolvers, how family orientation skills develop? Are

skills of family orientation hereditary or learned? How

would each of the intervening factors impede or aid in the

development of teachers’ family orientation towards in

resolving the conflict?

However, further research may be done on the

applicability of the theory in resolving the real-life

conflict esperienced by human being, students or

professionals. What if the use of family orientation skills

is actually a hope to help people solve some of their

 145

unsolved conflict or problems in all aspects of life? What

if we have to solve our own conflict, could this theory in

the study certainly explain what we are experiencing and had

experienced? If this theory reaches to the level where it

can discuss a basic affective and cognitive process in the

conflict resolution which people do in any conflict in their

lives, then that is the time that this theory is really a

grounded family oriented in the conflict resolution

approach. But as of this moment, this theory can not be

more relevant or recognizable if not explored by further

study research.

Implications for Practice

The theory “using family orientation in the conflict

resolution approach” has implications for practice in the

area of management. For school administrators, it can help

them improved self-knowledge wherein it helps to take a

positive approach to conflict resolution, where discussion

is courteous and non-confrontational, and the focus is on

issues rather than on individuals. To achieve this end, the

 146

administrators must understand conflict-its type, sources

and dynamics. They should likewise, master various

approaches for managing conflict. Knowledge alone is not

enough; administrators need field experience to develop

their conflict management skills. It has been demonstrated

that conflict is inevitable within the schools. In order to

manage it as a creative resource, administrators must

recognize that conflict exist, and bring it out into the

open so that the issue can be effectively dealt with.

Understanding conflict will enable administrators to deal

more effectively with the problems of organizational

efficiency, stability, governance, change and effectiveness.

Not ony should administrators endeavour to understand

conflict, but they must also be careful no to fall into the

trap of viewing it from a negative perspective. Handled

properly through an appropriate conflict management style,

conflict can enhance an administrator’s effort in reaching

school goals. For administrators wgo realistically confront

it, conflict can represent a dynamic force which facilitates

organizational growth, change, adaptation and survival.

For guidance counselors, it can be a point of reference on

their hope and aspirations to formulate school policies that

increase group cohesion: When conflict is resolved

effectively, team members can develop stronger mutual

 147

respect and a renewed faith in their ability to work

together.

The theory also has implications for practice in the

area of its beneficiaries, the teachers themselves. The

theory can help them to develop their communication skills

in resolving conflict in the classroom and it helps to

encourage discover conflict solutions for themselves and a

framework in which teachers can better understand the role

of family orientation plays in the conflict resolution

approach and their teaching performance as well. If this is

done, then, as long as people listen carefully and explore

facts, issues and possible solutions properly, conflict can

often be resolved effectively.

This further implies that Peaceable Classroom (Conflict

Management as Classroom Management Technique) Conflict

management can also be part of a teachers’ classroom

management style. The effective resolution of many

classroom conflicts does not require the active involvement

of teachers. In these situations, students can solve their

own disputes provided that they have been taught basic

problem-solving skills. Teachers can use age appropriate

problem-solving models to teach all students in their

classroom how to use these skills on their own to resolve

 148

simple disputes. If students experience a non-threatening

classroom environment where cooperation is encouraged, trust

is promoted and group interaction is frequent, they will

have more opportunities to practice and reasons to choose

non-violent conflict resolution strategies over aggression

and violence.

Lastly, any person having a conflict or

misunderstanding to solve can use this theory as his/her

frame of reference on how he/she could do about the

conflict. After all, school conflict is inevitable. As long

as people within the organization won’t cease to interact

and work together; hence this approach may be helpful to

resolve the conflict constructively.

Chapter 5

THE OBSTACLES IN CONDUCTING GROUNDED THEORY RESEARCh

This chapter is not actually part of the research but a

short section at end of this literary work on the obstacles

the researcher faced in conducting grounded theory (GT)

research and how she overcame those obstacles. Before making

the write up, the researcher would like to express her

gratitude to Dr. Denise Abao-Tan of CMU, Musuan Bukidnon,

and to the Panel of Examiners, especially to her adviser,

 149

Dr. Maria Nancy Quinco-Cadosales, for giving her a chance to

share to the readers her personal experiences in doing GT

research.

“Doing Grounded theory research is never easy

and full of challenges but rewarding”.

-Dr. Denise Abao-Tan-

Only few of the many researchers tackled a grounded

theory research because it neven been easy, not only it

needs money to support but it is also time consuming. But,

if you can find a supervisor or mentor who has used grounded

theory, so much the better.  This was the initial obstacle

that the researcher faced when deciding either to have a

qualitative or quantitative research while preparing for her

title defense. The words of Dr. Denise A. Tan during the

Regional PAGE Congress on May 2010 at Arts Center, LaSalle

University and the inspiring words from her husband

eventually helped her in deciding to conduct GT research.

The writing of the dissertation title and the proposal

defense paper was not that very hard for her. With the help

of Br. Jimmy Dalumpines, chairman of the panelist who

undergwent also in this kind of research, and with a few

comments and suggestions from the Panel of Examiners, she

successfully defended her proposal. After doing such

revision of her paper, she went thrice in CMU, Musuan for

 150

another consultation (mentor-Dr. D.Tan) on how to enter the

field to gather data. During alternating data collection and

analysis, it was the difficult part of the GT research which

she felt discouraged not to continue the study since she

knew nothing about the analysis but by reading of GT

methodology of Pandit’s and Tan, and with the inspiring

words of her mentor she then, started making the write-ups

of her study. Throughout these phases, the researcher faced

a lot of obstacles (money and time) that came along the way

of her life especially during the travel at night to her

hometown to Bukidnon that she even thought of giving up and

do quantitative research instead. The encouragement of her

mentor and the support of her husband, and her faith in GOD

were the sources of her strength that made her to continue

doing GT research. The write-ups below present the parts of

her research study and her way of overcoming those specific

obstacles she met along the way.

Throughout a period of entering the field, alternating

data collection and analysis, the researcher experienced a

lot of difficulties. She felt incapable to do the axial

coding and memoing because she had no formal training in

doing such analysis. She made a lot of revisions of codes

and consultation with her mentor for one incident, code them

and consult again and again, spent a lot of sleepless

 151

nights, coded incidents even in her class discussion while

teaching, experienced so much headaches, experienced mental

blockage while viewing the videotape of the interviewee,

felt stuck and out of the mind and even hopeless in her

decision in doing GT research. There was a time, because of

financial incapabilities of going again for consultation

with Dr. Tan at CMU, Bukidnon in a month she had nothing to

accomplish, but upon viewing the downloads of Pandit’s

methodology (1996) on Gt research in the internet, she

decided to find ways by asking support from her husband

(financially). She learned something from the readings that

all interviews were recorded using analogue and digital

technology as the main tools to code and analyze the data

and to collect memos. She found out that the analogue tape

was then professionally transcribed and turned into

analysable text; For example, while proceeding through open

coding of a particular interview for the first time, she

would load the primary document onto the computer and

simultaneously played the interview on her computer. This

had two effects: first, it improved recollection and mental

activity (the interview was recreated with sound, not just

words), which increased the production of memos. Second, it

allowed the correction of transcription errors that can be

very frequent due to the jargon used by respondents. So,

 152

after interviewing the second respondents, she made it a

point to reviewing the videotapes, reread the guidelines of

conducting GT from the book of Strauss and Corbin before

coding again and regular consultation twice a month to her

mentor in CMU, Musuan, Bukidnon and asked comments and

suggestions on her codes. This was the usual pattern that

she did in alternating data collection and analysis until

theoretical saturation was reached. Rereading of the book

of Strauss and Corbin and reviewing of the videotapes and

rereading of the transcriptions gave her many benefits not

only on the technical aspects of the research endeavor, but

on her emotional and psychological aspects as well. One of

the benefits was the inspiring words from the grounded

theorists as follows:

“The basic idea of the grounded theory approach is to read

(and re-read) a textual database (such as a corpus of field
notes) and "discover" or label variables (called
categories, concepts and properties) and their
interrelationships. The ability to perceive variables and
relationships is termed "theoretical sensitivity" and is
affected by a number of things including one's reading of
the literature and one's use of techniques designed to
enhance sensitivity. Of course, the data do not have to be
literally textual -- they could be observations of
behavior, such as interactions and events”.

“We have to say that the combination of qualitative studies

and [Grounded Theory] has been very rewarding. I seriously
doubt that I would have achieved my goal without that
combination’ (personal correspondence). My experience with
the method further attests to these expressions of
satisfaction”.
 153

“We advise practitioners not to worry needlessly about

every little facet of analysis. Sometimes, one has to use
common sense and not get caught up in worrying about what
is right or wrong way. The important thing is to trust
oneself and the process. Practitioners should stay within
the general guidelines and use the procedures and
techniques flexibly accordning to their abilities and the
realities of their studies”.

-Corbin (1998) and Kelle (2005). -

The guiding words of Grounded theorists Corbin (1998)

and Kelle (2005) gave the researcher great amounts of hope

during the theoretical memoing and cross-analysis. These

made her she feel determined to do the write-ups because she

believed that creativity is innate in all individuals. All

she needs to domis to develop these innate creative skills

to give codes; determine relationships of concepts and later

on build theory. Moreover, all the guiding point presented

in their books made her trust and feel conficent in making

her theory development.

The next step was the very hardest part in GT research

which the researcher felt. This is the emergence of a

pattern; in her study’s case “resolving conflicts” marks the

beginning of selective coding. This process refers to

delimiting the theory to one or two core variable (s) which

acts as a guide for further data collection and analysis.

By doing so, the research focused onone of the several basic

social processes or conditions that are present in this

 154

data. The delimitation of the analysis to those significant

variables’ affecting the core variable contributes to

parsimonious theory. At this stage in the process, the role

of the extant literature becomes very important because

researchers need to acquire sensitivity and knowledge on

grounded concepts. The literature is therefore read as a

source of more data to be compared with existing grounded

data. The researcher sorted the memos, which is the key to

formulate the theory for presentation to others. Sorting

puts fractures data back together. During sorting lots of

new ideas emerge, which in turn are recorded in new memos

giving the memo-on-memos phenomenon. Sorting memos

generates theory that explains the main action in the

studied area.

The researcher had lots of drafts at hand, had the

emerged main categories, the core category and the framework

but still she had a problem-how to write them in a very

structured and systematic way of presenting it to the panel

for final defense. Doing GT research is indeed not easy but

for her it was rewarding and priceless. Even about to be

ready for final defense, the researcher knows that there are

lots of things to learn more with regard to this kind of

research methodology. But even if she is still a

practitioner in GT research, she felt determined in herself

 155

that she had contributed a lot to the relevant existing

knowledge as what the following words of Strauss and Corbin

may mean:

“Yes, we are practitioner and naïve

if we think we can “know it all.”
But even a small amount of understanding
can make a difference.”

-Strauss & Corbin (1998)

The paper was actually not the work of the researcher alone.

For her, she can never do venturing in doing such GT

research without GOD’S help and guidance. So, it is just

fitting for her to give back to GOD all the praise and

glory.

“Everything is possible for him who believes.”

-Mark 9:2-

“For the earth will be filled with

the knowledge of the glory of the LORD,
as the waters cover the sea.”

-Habakkuk 2:14-

“I am the bread of life,

He who comes to Me
shall never hunger”.

-John 6:3-5-
 156

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 160

Appendices

Appendix A

Incidents, Dimensions, and Categories (Case 1)

Incidents English Translation Category/

Dimensions
Many, many encountered, Being coordinator, Remembering
come across so many there are conflicts
conflict, particularly encountered with the
with the constituents, constituents in
being coordinator in school.
entity, in school as
well.
In the school, Of course, I spot the Conflict Sense-Making/
 161

when conflict happens I immediately. So that it Spoting/

spot the Conflict could be easily managed Grasping
immediately. So that it and solution could be
could be easily manage. seen immediately.
Kuan bang Makita nimo
diha dayon.
I have to spot I have to spot Personal
immediately, so that it immediately, so that it values/
won’t spread out or won’t spread out and Grasping
immediately resolve. would be immediately
resolved.
I should make I should make Making-
connections, aron lang connections, in order connections
nako mahibal-an unsay to know the cause.
hinungdan.
I happen to visualize the I happen to visualize Sense-making
effect often times aron the effect often times
makita nako, whether ako to see whether I am the
bang ang hinungdan. cause.
Kinahanglan nga It is necessary to Visualizing
evisualize aron Makita, visualize, for us to
matugkad nato ang root see and understand
cause of conflict. deeper the root cause
of conflict.
I have tried ones but I have tried once but I Objective
some of the issues were haven’t tried on some person/
not, tungod pud sa, kana issues, since sometimes Objectivity
bang, sometimes some some issues do not bear
issues are not bearing or any importance and I
no bearing at all, dili don’t mind much
na nako kinahanglan particularly if the
kaayo, particularly if conflict is often
the conflict is often professional. There are
professional, kay there issues caused by
are issues through jealousy, so for me,
jealousy ingon anah, so it’s nonsense. It’s
para nako is not bearing all theirs, I don’t
ilaha ra nah, then to have same feeling as
come in ana nga pagbati long as I know the root
for as long as mahibal-an cause.
nako ang root cause.
Morag ingon anah no, dili It’s like that! I don’t Personal
na nako ginadiscuss nga like to discuss that values/
type of conflict, kay ang type of conflict, Objective-
hinungdan nakit-an na man because I know already person
nako. the cause.
Conflicts which I do not I have to visualize the Making
know the root cause, I Conflicts which I do connections/
have to visualize kon not know the cause, Creative-
unsa kahay hinungdan, Then I have to think of thinking
then I have to think of possible solution. I
 162

possible solution, to can’t sleep well if I

solve conflict can’t resolve the
immediately kay akong conflict immediately.
attitude is very
different, dili ko
katulog kon dili nako
masulbad, mahibal-an ang
hinungdan, root cause.
As a father for instance, As a father, sometimes Fair/ Equal
dunay mga kahigayunan, there are instances I authority
there are instances were used my authority but
I used my authority but there are many cases
there are many cases were that I based the
ang decision ibase nako decision-making with
unsay rason. reasons.
Sa school, No I did not In school, I used my Personal belief
use my authority, ah, kon authority as head for / Personal
mogamit ko sa akong instance. But there values
authority, kuan nako ana are times when that the
kanang, authority the authority might cause
head for instance, unya problem; we become
there are sometimes unreasonable and
wherein ang authority irrational. Sometimes,
cause we are head and our problem in house
since we find out that we can be brought to
are unreasonable, school. We forgot that
irrational, usahay ang we have emotional
problema sa balay madala instability, so for me
sa school nato makalimot it is unreasonable to
ta sa mga horizontal unsa use authority.
na siya mga unbecoming
diay ako ra. because of
our emotional
instability, so I notice
nga unreasonable for nga
to use authority unya ang
hinungdan sa problem.
Well, I have to listen Well, I have to listen Good listening
both sides, the most to both sides; the most skills
important element is important element is
listening, so paminawon listening, so I listen
nako ang katarungan to the reasons of each
usag usa, I have to one. I have to weighed
weigh, balance the and balance the reasons
reasons between the between the conflicting
conflicting parties. parties.
Of course matag usa ana Of course! Each one of Making-
aron jud nako makuha ang them in order to get connections
truth , truth of the the truth, truth of the
matter, because each one matter. Maybe each one
maybe each maybe bringing is bringing false
 163

false information, ang information; one

usa nangugat nah, unya carries truth. I must
tininuod diay to iya, I see to it that the
have must see to it when decision given must be
the decision given must correct to appease the
be correct, kay kasi party.
importante man ang
decision to a peace the
party.
I do not remember, morag I do not remember, I Sharing of
wala ko kadelegate sa think I did delegate to responsibility
higher pero sa family, of the higher but in the and
course kung mga bata family, of course if it Personal belief
bata lang anah,sometimes is only for children
edelegate lang nko ug decision making is very
anak, sa igsoon I important to make the
delegate them to essettle other party at peace.
nah gamay ra nah nga Sometimes I delegate to
conflict that is also to their elder sister,
give them responsibility, brother to settle
sharing responsibility to little conflict; that
be the manage, to be a is also to give them a
leader nga kabalo pud na sense of sharing of
sila mosettle sa ginagmay responsibility,
pero sa dagko na kaayo, to be the manager, to
pero dili sa school be a leader that knows
cannot be dlili nako how to settle a little
edeligate kay naa man ko,
thing. But in a big
makaya ra man nako.
conflict like in school
I will not delegate
because I know and feel
that I can settle it.

Of course! Ah, Kon Of course! Ah, I will Helpful/

mohatag tag pabor ngadto give favor to our Personal values
sa isigka tawo, ah labina fellowmen, especially
kon pangayuon ang pabor if the favor has been
dili man na nga ihatag asked. It doesn’t mean
nato ang pabor nga maybe that I am close with
we are closed to the the one who asked, but
person, daun ah kanang it should be heartily
kusang loob ko nga given for benefit.
mihatag for the benefit Well, it is Godly. No,
well, mora pud nang Godly I don’t expect rewards.
ba. No, I don’t expect
rewards.
Importante na siya, just Human relation is Personal values
like kanang akong important. Even if the and belief
giimpasize, example nako couples are having the
and religion and same religion and
 164

relation. Sometimes, relation, still

bisan ang magtiayon conflict is there. On
pareha silang relihiyon the other hand, I can
and relation pero naay have good relation with
conflict. Pero I can have person having other
good relation sa lahi religion, why? I have
nako ug religion, why? I good relation with
have good relation with him/her than those
it unya diri nuon sa having the same
akong pareha ug relihiyon religion with me.
dili, mao na para sa ko
importante ang human
relation.
Time will heal! so many I believe the principle Personal
cases. I believe about and concept that time Belief/
kana nga principle the will heal the wounds. Personal values
concept that time will But if the wounds are
heal the wounds. Kasi, still fresh, it cannot
Dili man diha diha dayon be healed right away
man nimo masettle kay and if you will speak
presko pa man ang mga on particular issue it
samad. Then If you will cannot easily be
speak on particular issue accepted by both
dili pa nan dayon sayon conflicting parties.
maacept of the Through the years, time
conflicting parties but will heal and conflict
there are cases nga will be forgotten.
napabayaan ang conflict
then time will heal
through the years.
I have!, kana bang we I don’t want the Professional/
don’t want the conflict conflict to be recalled Personal values
recall often times, and to appear
kanang kanunay lang oftentimes because our
siyang moappear ba! Mag works, and activities
baklik-balik unya there are affected, being
are work, and there jeopardized since the
activities nga affected, issue is always appear.
works that are
jeopradized tungod ang
issue gabalik balik.
Kuan lang! I will! I don’t mind at all, it Acceptance/
kanang, I have to accept will only cause painful Personal values
nga ingon ana, dili nako feeling in other, even
nako naginamind na siya if Iam one who suffered
kay it will only cause most. I can sacrifice.
hurt feeling sa other,
bahalag akoy masakit. I
can sacrifice.
Tinuod nah! Ah, Our Yes! It’s true; Our Religious
religion teach us how to religion teaches us how belief/
 165

be patience, our religion to be patient, and to Personal Values

teaches us to sustain sustain conflict. If
conflict kon mahimo ang possible our position
position nato sa in the church should be
simabahan mapakita nato like our God’s manner.
ug mapadayag, ingon anah
ang kinaiya nato sa
DIyos.
Tinuod na siya nga atong It’s true! Our religion Religious
religion spring board na is a spring board into Belief and
sa atong emotions, If you our emotions; If we are Personal values
are religious ang atong religious our emotions
emotions iyang istable. will be stable.
Dayon, the sum total of The sum total of my Personal
my personality apil na personality includes my belief/
akong emotions anah, kay emotions. Sometimes Personal values
sometimes man gud ang man’s defeat is how to
kapildihan, ang defeat control emotions;
sa tawo naa man diha how that’s why we are not
to control emotions only taught to be
that’s why we are not intelligent, but also
only taught to be we are taught to be
intelligent but also we emotionally
are our taught to be intelligent.
emotionally intelligent.
Of course! Panalingtan I had experience that,
para sa ako sa mga anak, like she wants to have Compromising
ingon ana na lang nah kon something and then I
maghisgot tag compromise compromise it. With my
man gud sagad naa man na child, usually I will
sa ato diri, naexperiecne give her the things she
man jud nako ni, needs as long as she
pananglitan naa siyay will show to me that
gusto dayon akong she is an achiever in
ikompromise sa iya, I her school.
will give you this as
long as you will show to
me that you are an
achiever in your school
for instance.
Importante nah! Accurate information is Accuracy of the
Importante Kanang very important in Information/
accurate kay kon dili giving out decision to Objectivity
accurate ang information a problem. If the
so magproblem ta ug himog information is not
on giving out decicison accurate, just for
unya para pud nako kon if talking I hearsay, you
you will just talk with are wasting my time of
and then dili accurate listening.
ang imong gihatag na nga
information you just
 166

wasting my time
listening.
Win-win solution is using Win-win solution is Compromising
authority. Ah there are using authority. In Considerate to
times nga mao tong ingon workplace (school), I others
ko sa imo. There are will use authority if
times but not all times. necessary for the sake
Sa workplace, school, I of having peace; I just
will use if necessary. shut up, even if it is
Ang kuan ra man diha ang unreasonable.
compromise is we just
accept the reality,
pareha ba nga ato na lang
dawaton tungod kay for
the sake of peace. Naa
man diri nga dili
makatarunganon pero for
the sake of peace we just
shut.
Of course! give and take I believe in give-and- Give and Take/
kay tungod kon always naa take. There is a theory Considerate
may nga mga theory,gusto on it. We want to be
nato, we weant to be listening always but
listen, and we want to be nothing happens.
listen, sige na lang,
kamo na lang.
If the issue is only to a If the issue is only to Personal values
particular person then a particular person I
okay lang siya pero unya will call him or I will
kon dad-on nato sa gawas go to her and talk with
morag iannounce morag her/him have better
dili maayo but to a decision in solving the
particular person, I will problem. It is not good
call him or will go to to be bring the issue
her and then talk with outside and announce it
he, so that the problem to the public.
will resolve.
Bringing the issue didto Bringing the issue into Tactfulness
sa mga kauban I havn’t our collegues, I
tried. Naay kausa haven’t tried. There
nahitabo diri during was one that happened
council meeting but only here in the council
to a selected few. meeting but only to a
selected few.
Ye! I have tried so many I can’t dare that the Personal
times bisan sa amo ni conflict will end for Values/
Mrs. I can’t dare that one week, I want to
the conflict will end for resolved immediately so
one week, gusto nako for that our emotion
one hour or in two hours becomes stable; we can
time or in one day we can move on, work on
 167

resolve immediately aron immediately, because

Para emotionally mastable everything has been
atong, we can move on, settled.
we can work on
immediately , everything
will be settled and
manage.
Wala ko! Ang I don’t use aggressive Accuracy
pagkaagrresive tingali, behavior in resolving of the
agrressive bevahavior in conflict. We should be information/
managing or in resolving passive and not Personal
conflict sometimes I use judgmental to the values.
aggressive behavior but problem if the
sometimes we should be information that we
passive like for instance receive is not
kon ang information nga accurate. Afterwards,
nadawat is not accurate we feel sorry because
sometimes magmahay pa the decision is not
nuon ta pagkahuman, correct. If the root-
kanang makita na nato. cause of the issues has
where the panghitabo has not yet been seen I
been experience already. will not immediately
Kanang nakita nako ang decide so that the
root cause of the problem will not become
conflict naexperience na worst.
nako daan, pero kon
wala pa unya magpataka ta
ug entra ta basin kita
pay hinungdan nganong
misamot ang prolema.
Well, ang basis nako kon My basis that conflict Personal values
nakonfide na, miangkon ba has been resolved when it Harmonious
miangkon na sila.Through is confided through their relationship.
expression nila basta facial and verbal
daghan, facial expression expression. Those are
those are elements of other, the elements of restoring
relation. Extended ang relationship, especially
relation especially in the in the workplace what is
workplace, kanang the usual is having
restoration, what is katong usual friendly
mga usual of being friends, relationship between
being usaual relationship colleagues.
between collegues.
There is no best kay tungod There is no best, because Personal values/
lahi lahi ang conflict, there are different types and Personal
lahi-lahi ang variable ba, of conflict, different belief
variability ug issues and variables, variability
mga concerns lahi-lahi na and issues and concerns;
gud ug problem there must be there is particular
particular solutions to a solution for every
particular problem. particular problem.
Maminaw ra jud ko, I usually listen! After Good listening
pagkahuman I have to gather that I have to gather all skills/ Objective
 168

all the information dayon the information, that’s person

anha nako mohimo ug mga the time, I will make
decision. decision.
Sa akong mga kasinatian, the In my experiences, the Listening skills/
best for me which I can say best for me which I can Personal values
is to listen, to one say is to listen to one Fairness
another, and then kanang another, and strengthen Tactful
strengthen anto atong our emotions not to be
emotion not to be ignited ignited immediately
immediately because, before because, before we act or
we act or decide to a decide to a particular
particular issue we have to issue we have to think it
think it one hundred times, thousand of times before
one thousand times or ten we open our mouth. To be
thousand times before we tactful, I will not talk
open our mouth mao na siya, much because I don’t like
dili na kaayo nako daghanon that I might be the cause
nako kay unya ang of the conflict. And I
hinungaban basin ako pa ako closed my ears to people
unya tungod kay I open my whom I fail to
mouth many times, I closed hear/listen.
my ears to people where I
fail to hear them.

Appendix B

Incidents, Dimensions, and Categories of All Cases

Incidents English Category/Dimensions

Translation
Yes, of Course! It’s Yes, of Course! Accepting the
normal as a It’s normal as reality/ Suspicion by
teacher…. There are a teacher. the others
times nga moingon There are times
sila ngano man to they say why I
miincrease iyang am promoted and
position, suweldo?? my salary
O di kayaý malapit increase or I
siya sa dibdib, am near to the
dughan! hearts of the
head!
It is their negative It is their Self-Perception
perception. negative
perception.
It’s their mental It’s their Making hypothesis to
perception, their mental the issue/Making-
evaluation to me, perception, sense of an issue
 169

their mental images. their

Ay…nganong mitass, evaluation to
naý siyaý string me, their
attach sa head mental images
halimbawa ba… on why it was
promoted…maybe
she have string
attach to the
head! Example.
O I try to study Yes! I try to Inferring/
nganong ingon man study why they understanding the
sila sa blessings questioned the cause of an issue
nakong nareceived. blessings that
I had received.
In our school, dili In our school, Right timing/Personal
man pud ta basta- it is not good Belief
basta nga to investigate
moinvestigate kay it directly
might have another because it
feedback, another might have
jealous ba, through another
my prayers na lang I feedback,
will resolve that another
issue. Yes! I jealous.
questioned why they Through my
jealous sila sa ako, prayers I will
I will charge na resolve that
lang to experience. issue. Yes! I
will question
why they
jealous with
me… I will
charge to
experience.
Yes! I will believe Yes! I will Open
in open discussion believe in an discussion/personal
as government open belief
employee nga dili discussion; as
magpataka ug hatag government
ug feedback nga wala employee that
sila masayod. we should not
say any
feedback if we
don’t know
what’s the
real.
Yes! I will use my Yes! I will use Authoritative but in
 170

authority as my authority as motherly approach.

Teacher-motherly Teacher-
approach. motherly
approach.
I will accept na I will accept Patience/Personal
lang heartily in heartily in values
order to have peace order to have
of mind. peace in mind.
OO I will Yes! I will Self-
investigate, as investigate, as Reflecting/Investi-
trials in our life, trials in our gate
kay duna kahuyang, life, we have
duna tay kalig-on sa weaknesses,
atong lawas, there strength.
are times man pud There are times
nga learned our that we learn
lessons from our lessons from
mistakes ba! Kay our mistakes;
dili man ta no one is
perpektong tawo. perfect.
O, Yes magpatabang Yes! I asked Collaborating/
ko kay they might help, they Avoiding negative
give me some good might give me Feedback
counseling also, some good
like for instance in counseling also
failing the grades like for
of the students, may instance
mga feedback, o nay failing the
favoritism I will grades of the
consult to the Dean students, they
o para walang may say that I
negative issues nga. have favoritism
O may know how pala I will consult
kon ibagsak nako to the Dean on
baka ibagsak pud ko. what is the
best thing to
do to avoid
negative
issues. I will
fail, and then
maybe they fail
me also in
evaluation.
O I believed as Yes! I believed Patience/ Humbleness/
teacher, it reflects as teacher, it Personal Values
our humbleness, reflects our
magpailob lang gud humbleness,
 171

tah, nga negative let’s be

feedback echarge to patience to the
experience and negative
through our prayers, issues… and
we solve problems. charge them
experience and
through our
prayers, we
solve problems.
By sharing good By sharing good Modeling
examples like for examples like
lifetime experience for lifetime
in teaching… experience in
teaching…
O I will believe it Yes! I will Positive Outlook
will solve in due believe it will
time. solve in due
time.
No! we should open No! we should Open communication
communicate kay kung open and Guidance
close maora gihapon, communication;
we should have if it is
guidance counselor. closed, maybe
it remains the
same to happen…
we should have
guidance
counselor.
O mogamit kay basin Yes! I will use Negotiating
masobrahan nila ang negotiation to
pagturn up side down avoid negative
sa akoa, open issues.
negotiation pud.
Yes! Mogamit ko ug Yes! I use Integrating
consensus building. consensus
building.
O to resolve nako Yes! To resolve Collaborating
daun between immediately the
students and parents conflicts
together the Dean of between
Instruction or OIC. students and
parents
together with
the Dean of
Instruction or
OIC.
Ah dili ko mogamit No! I will not Sense-making/ Proper
 172

ug aggressive use aggressive timing

behavior maminaw ko behavior, I use
sa panahon…kanang timing of time;
weather ba, nay there are
tawong kalma. Naa person that
pud tawong dali lang they are calm,
motaas, hot tempered others also are
ba.. hot tempered.
Kanang magaan-gaan When my feeling Peace of
na akong feelings. is good. I have mind/pleasant feeling
Naa koy peace of peace of mind
mind. Open nako sa and I Open
ilaha, may peace of again with
mind ba. them.
Share example Share example Sharing/ Personal
regarding my family regarding my Belief
as a teacher of how family, as a
many children.. teacher, how
share to others. many children..
Share to
others.
I therefore conclude I therefore Personal Belief/
that resolving conclude that Peace-loving
conflict is very resolving
important in order conflict is
to have harmonious very important
relationship to in order to
others, we have have harmonious
peace of mind, and relationship
our life on earth with others; we
has harmoniously have peace of
living. mind, and our
life on earth
has
harmoniously
living.
What issue? O, dili What issue?
jud face to face o Yes! But not
backbiting. face to face of
backbiting.
Dili man jud na We cannot avoid Understanding the
malikayan sa that in an nature of an
organization, we organization, organization
cannot avoid, we we cannot
cannot please avoid, and we
everybody. cannot please
everybody.
 173

Sa kuan man, I think it is Identifying the cause

communication gap. in
communication
gap.
No! I did not No! I did not Personal attitude
visualize. visualize.
Confrontation to the Confrontation Direct Confrontation
mean concern. to the mean
concern.
I want open I want open Open Discussion
discussion. discussion.
No! I don’t use my No! I don’t use Avoiding negotiation
negotiation, my negotiation,
I accept my fault, I accept my Accepting/ Humbleness
if it is my fault; fault, if it is
if it is her my fault; if it
fault….nobody’s is her
perfect man pud… kon fault….nobody
unsa man gani ang isperfects
kakulangon… either; what
ever the
lapses…
Sometimes, I Sometimes, I Integrating with
integrate because it integrate limitation
might have because it
confidential issues might have
dili man tanan confidential
puwede eopen…. issues. Not all
are subject for
open
discussion.
I want direct open I want direct Direct
confrontation, dili open Confrontation/Avoidin
nang ipasa-ipasa. confrontation, g channeling the
dili nang issue
ipasa-ipasa.
Yes! I believe in my Yes! I believe Personal belief
mind that those who that those who
are below, God will are below, God
taken it up or lift will be lifted
them up when they up or lift them
are down. up when they
are down.
Human relation is Human relation Personal Belief
very important is very
because we need important
somebody, no one can because we need
 174

live alone. somebody, no

one can live
alone.
Yes! I believe it Yes! I believe Strong faith in God/
will resolve in due it will resolve Personal belief
time.. ah!.. you in due time..
can forget ah!.. you can
everything… kanang forget
gong.. when you’re everything…
in God’s guidance, like, when
if you submit you’re in God’s
yourself to God, guidance, if
then forgets you submit
everything. yourself to
God, then
forgets
everything.
No! I submit all to No! I submit Strong faith in God/
the Lord. I all to the Personal belief
confessed all to him Lord. I
and God’s falsify confessed all
me… to him and God
falsifies me…
No! I want No! I want Confrontation
confrontation. confrontation.
Direct confrontation Direct Direct confrontation
to the concern, no confrontation to solve the conflict
more delegation, if to the concern,
possible face to no more
face to solve the delegation, if
conflict… possible face
to face to
solve the
conflict…
Sometimes dili Sometimes Emotionally-
kapugong sa emotion. emotions cannot Sensitive
be control.
Para sa ako jud For me, direct Direct confrontation/
direct confrontation, acceptance of one’s
confrontation, when when I ask fault.
I ask apology from apology from
him and he also ask him and he also
an apology, then ask an apology,
that’s solves the then that’s
problem. solves the
problem.
To solve the problem To solve the Open talk/ forgiving
 175

is to talk the problem is to

person who make an talk the person
issue and after that who make an
forget everything. issue and after
that forget
everything.
If you have If you have Direct Confrontation/
suggestion or suggestion or Personal belief
comments, you must comments, you
have to tell the must have to
person’s concern, no tell the
other person’s
personinvolve..pareh concern, no
o ba anang chika- other person
chika, daritso no involve, like
more delegation chika-chika,
walay pasa-pasa kay direct, no more
it makes the problem delegation, it
worst ug mahimo makes the
daritso bas a tawong problem worst
naghimo ug issue. if possible
direct to the
person who make
an issue.
Usahay sa atong mga Sometimes! In Understanding/
kauban nga maestra, our teacher’s Personal Belief
naa man jud nang companion,
walay pagsinabtanay, that’s it
kay kauban ra man… there’s no
ako na lang ipray understanding
nga let God motouch with each
sa ilang heart…ana other… Since
gyod na..dili na they are my
lang ko mokuan sa companion, I
ila, sa Ginoo na just pray to
lang nako itugyan God that He
ang tanan. touch the
heart. That’s
it, I submit
all to God.
Kani nga case, wala In this case, I Avoiding/ Personal
jud ko gainvestigate will not Belief
ani, ang ako kanang investigate, I
itugyan sa Ginoo totally submit
lagi. to God.
Nah! Kasagara ang Usually, if it Avoiding/ Personal
open discussion, is an open Belief
 176

kung may open discussion, I

discussion dili jud will not give
ko mocommments, comments
kanang atong because maybe
pagcomments unya it might not
dili mayo sa uban, good to others,
unya maka and then maybe
cause/create na pud it can create
unya na ug another another
conflict. conflict.
Kuan, siyempre, Usually, I will Listening skills/
kanang maminaw lang listen to both Give Comments
ko sa both sides, sides and maybe
kuan pud tingali, I will say
mosulti pud ta. also.
Para sa akoa maring, For me, it is Self-reflecting the
nah! Lisod kayo very difficult consequence/ Avoid
magpasapasa, unya to relay the open discussion.
inig-abot didto sa issue in
lain, lahi na pud others, maybe
ilang itaho unya, the information
another conflict na that came out
pud. is different,
and then it
creates another
conflict.
Ay sus! Kani maring Of course! God Personal Belief
jud, siyempre kanang will reward,
si God moreward, that’s humble
kanang humble yourself and I
yourself and I will will lift you
let you up. up.
Ah!, ingon lagi ko That’s why I Personal Belief
humble yourself and tell humble
I will let you up. yourself and I
Mao nang siya will let you
eemphasized jud nato up. That’s why
nang relasyon nato we should
sa usag- usa. emphasize human
relation.
Ay siyempre, motry Of Course! I Collaborating
lang sa uban ug will try to
consult aron consult with
makakita ta ug other in order
solusyon sa uban, to have
mosuggest pud ta. solutions, and
we suggest
 177

solutions also.
Ah, abi nimo maring, You know my Personal Attitudes
kani akong mga disagreements,
disagreements didto I submit all to
na lang nako ni Lord the Lord.
isubmit.
Dili ko mogamit ug I will not use Avoid negotiation/
negotiation, ang mas negotiation, Direct Confrontation
mayo ako gyoy What is good; I
mosulti sa iya. will be the one
to tell the
concern.
Puwede ra pud eopen It’s okay to Collaborating
sa uban aron open with
maresolve , masulbad others in order
ang conflict. to resolve the
conflict.
Ay o dalion jud nato Yes! We will Sense-
ug sulbad, aron immediately making/Professional
atong trabaho sili resolve the
maapektuhan. conflict so
that our work
will not be
affected.
Ay dili bya pud mayo No! Aggressive Personal values
ang aggressive behavior is not
behavior kay good, you may
makaingon unya ta feel have
nga kamahayan nimo. regrets
afterwards.
AY mao lagi to, ang For me, the Sense-making/
sa ako lang, conflict has Reconciliation
siyempre, mahibal-an been resolved
nako nga wala nay based from our
conflict kay nag- usual
istroyahanay na man conversation we
mi, wala nay yam- had. No
iray sa usag usa. snobbish look
from each
other.
Para sa akoa kanang For me, the Direct-confrontation
mosulti ko nimo, best approach
kanang kita ra pung is to have one-
duha, one-on-one on-one
lang. Kanang dili conversation,
itugon nga nasuko ko not to care
kanang ikaw jud with others
 178

mismo. that I got

angry; I direct
to the concern.
Aron dunay In order to Personal
harmonious have harmonious belief/attitude
relationship. relationship.
Yes! Yes! Ah… by Yes! Yes! by Policy-oriented
knowing the knowing the
policies. policies
O, I usually open Yes, I usually Open person
it. open it.
Ah, kuan kanang when Ah…, When ever Acceptance/ Open-
ever there is there is minded
acceptable, with my acceptable,
heart, I will accept with my heart,
it. I will accept
it.
Yah! Of course there Yah! Of course Integrating/open-
is some knowledge there is some minded
that I don’t know knowledge that
but others knows it. I don’t know
but others know
it.
That should be, to That should be, Open-
resolve conflict. to resolve minded/collaborating
conflict.
Of course, I believe Of course! I Personal Belief
that God will believe that
reward. God will
reward.
Importante kay that It is important Personal Belief
would lead to a because that
unity of the would lead to
organization. unity of the
organization.
Yah, in every Yah, in every Collaborating/Persona
problem there is problem there l belief
always a solution, is always a
lahat ng problema ay solution; all
may solusyon as long problems have
as mapag-usapan. solutions as
long as there
is a time for
discussion.
E explain it well, I explain it Integrating/Collabora
dili nako ekeep, well; I will ting
 179

eopen nako and I try not keep; I

to explain in a open and try to
positive side. explain in a
positive side.
That should be,to That should Making preference/
come up order, to be,to come up Integrating/collabora
arrive at right order, to ting
solution. arrive at right
solution.
That should be, Oo That should be, Integrating/Collabora
aron maresolve in order to ting
dayon, dili pa na resolve
dugay-dugayon kay immediately.
lumalaki eh. No need to keep
it very long
for it not to
become worst.
Yah, if I have the Yah, if I have Authoritative
authority-ginawa ko. the authority,
I did.
It should not be, It should not Personal values/
that would make the be, that would
problem more make the
problematic, problem more
lumalabo pag- problematic and
aggressive ang worst if we use
ginagawa. aggressive
behavior.
Ah, if there is no Ah, if there is Sense-making
conflict anymore, if no conflict
okay na! I would say anymore, if it
that the conflict is okay! I
had resolved. would say that
the conflict
had been
resolved.
Ah, sa side of every Ah, in both Open discussion to
parties it should be side parties, arrive correct
heard, open it para it should be decision.
makikita mo ang heard, open it
pagdedesisyon. for proper
decision.
Open it para hindi Open it in Open-minded.
na lumalabo ang order the
problema. problem not
tobecome worst.
Kaning akoa, dili ra For me, I won’t Patience/ Personal
 180

man ko kuan, pailob mind, At first values

lang sah ko primero. I will be
patient.
Aw, O moquestion jud Yes! I will Knowing the cause/
ta, unsa kaha atong question Why? Inquisitiveness
sala no? What is my
mistake?
Lahi-lahi man gud ta We have Personal belief
ug huna-huna, unsa different minds
kaha no? apil ba and opinions,
kaha ang personal? what is it? Is
Dili lang unta ana, it our personal
sa trabaho lang unta life? It should
ba walay personalan. not suppose to
be, it’s on our
work not in our
personal life.
Mangita gyud tau g I should find Resourceful/ Personal
pamaagi, kon duna ways how to belief
tay conflict, solve the
kinahanglan masulbad conflict
bya kay lain kayo because it’s
paminawon nga duna not good to
kay kabikil nga wala think that we
ka kabalo nga wala had conflict
ka kabalo unsay with others in
hinungdan, lain kayo which we don’t
oy. know the real
cause, it’s bad
at all.
Wala man pud siya No!, she did Personal
miduol sa ako nga not attempt to Belief/Assuming
oy!, sorry, pero come with me
wala man, karagkarag and say sorry,
ra man. Mao nang instead she
makaingon ta walked out,
personal. that’s why I
can say it’s
personal.
Dili man pud mahimo It’s not good Personal belief/Open-
nimo nga dili to keep your person
idibdib, naa jud kay feelings; there
kasultihan katong must be a
pinili nimo nga friend to be
friend. shared with and
whom you can
trust.
 181

Pasagdan lang nako, I take for Avoiding/Personal

galingog-lingog man granted, but I belief.
ko ato, pero nasuko feel angry why
pud ko ug apil, O! I am included,
alang-alang dili ka that’s why I
mahiubos. feel hurt.
Wala oy! Kay wala No! It’s not, Personal belief/
man pud ko kabalo because I don’t Assuming
ang hinungdan nga know what is
nasuko siya, alang- the cause all
alang isulti nako about why she
didto! Lahi pa lang got angry with
iyang natug-an. me, if I tell
them, and if
she tells the
different to
others.
Naay time nga There’s a time Integrating
mangayo jud tag that I asked an
opinion, nakagi man opinion to
gyud ko ana. others; I had
experienced
like that.
Mangayo jud ta kay We should ask Integrating
wala gud ta kabalo ideas if we
sa hinungdan, lahi don’t know the
man gud ang conflict cause, if the
kon modako. conflict
becomes worse,
it’s different.
Mao gyud na akong It should be, I Personal values/
buhaton, sige lang did that, and belief
gabaan ran a sila. saying “Karma”
to them.
Kinahanglan, patas- We should be Fairness/Personal
patas lang pud tah, fair each belief
bahala na sila ug other, it’s up
ingon anah. to them if they
acted like
that.
O, masulbad ra man, Yes! it will Personal values
dili lang ta mag-ot, solve; we don’t
mug-ot, masulbad ra just have a bad
man. facial
expression; it
will be solved
then.
 182

Giluom –luom ra I really kept Personal values

nako, gipapass ra my heartaches,
nako ba. I let it pass.
Dili ko mogamit ug I will not use Avoiding
negotiation kay negotiation
mosulbad ra man sa since it will
panahon. be solved
later.
O mogamit ta ug Yes! Accurate Accuracy of the
insaktong information information
inpormasyon, dili ta should be used
magpataka. Mogamit and to the
jud ta sa insaktong trusted person
inpormasyon. Alang- also, not the
alang adto ta sa wrong
tawong nagpataka information, If
lang, didto pa lang not to the
na siya milaban. trusted person,
then it might
favor others.
O, mangayo gyud ta Yes, it’s good Open-minded/
ug idea sa uban kay to ask for integrating
mayo man nang nay other’s idea
laing idea dili kang not just only
imoha ra. yours.
Akong feelings My feeling is Peace at all.
naulian nah, gaan na pleasant; I
kayo ko, wala nah. feel relieve
from it,I have
nothing to
feel.
Dili nako iapil ang I will not Professional
trabaho, alang-alang involve my
ang mga bata maoy work. It’s not
bothan! good also that
we involve the
learners.
Makig-istroya gyud We should talk Open
unta ta ug mayo, with each other conversation/Personal
ikaw Mrs. Kuan, clearly, not in values
anaon unta ta pag- a harsh way;
istorya, dili kay it’s not good
singhagan lang pud also.
ta dayon, dili pud
na mayo.
Kinahanglan kon If there’s a Resourceful/ Personal
dunay ta’y mga conflict, it values
 183

conflict. Esolve should be

dayon kay molalum, solved
hinungdan magkalayo immediately.
atong gap, so If not, the gap
mangita ug paagi nga becomes worst;
masolve. we should find
a way to solve.
I feel stranger to I feel stranger Personal belief
place dahil hindi to place since
ako tagarito, fears I am notbeen
on me. here, I have
fears on me.
Another, when I Another, when I Personal belief
teach here, I’m teach here, I’m
alone, malayo ang alone, away
mga anak ko, sa from my
pamilya ko. After a children, my
year, na request ako family. After a
dito but still year, I was
malayo pa rin kami transferred
sa isa’t isa, yan here, but still
ang pinakamahirap sa away from each
aming pagitan. other; it was
the hardest
thing happened
among us.
So you talk, you So you talk and Personal belief/
talk. In my case, talk. In my Personal Values
mahirap talaga dahil case, it’s
iba ang ugali ng difficult
husband ko, iba rin because we have
ang ugali ko. Kung different
siguro understanding attitude with
ang husband ko, we my husband. If
can talk together. my husband
The only solution ay understands
pinalagpas ko na enough, we can
lang, hindi ko talk together.
iniisip. I let the The only
problem solve solution is I
itself, pass it. don’t think
Ganoon ang nangyari about the
parang hindi kami problem. I
nag-uusap sa let the problem
problema pag may mga solve itself,
conflict. pass it.
That’s the
 184

trend; we will
not talk the
problem if
there’s a
conflict.
Akin talaga, pag may For me, if Open-discussion/
conflict, mag-usap there’s a Personal belief
ang dalawa, open conflict both
discussion, should talk,
intindihin mo siya have open
at indihain din niya discussion, and
kung ano ang opinion understand each
ko. Both bigayan, other, giving
yun ang each other is
pinakamabisang the best
solusyon. ‘Wag solution. We
matulog na hindi should not
nasettle, kailangan sleep if it is
itawag mo doon kung not settled
may problema sa mga yet;
anak, sa iyong importantly
trabaho, share it. call them up if
there is
problem in the
children and in
the work, share
it.
Yes! Of course, I Yes! Of course, Personal belief/
will agree that God I will agree Religious
Will reward dahil that God Will
Islamic Way of Life reward, because
kailangan talagang in Islamic Way
palaging of Life. To be
mapagkumbaba. patient is very
necessary.
Dili maminaw na sa They were not Understanding the
klase labina sa Math listening, Cause
subject,they are not especially in Sense-Making
interested in Math,not
mathematics. interested in
Mathematics

Usa pud ang One is the Sense-Making

foundation sa pag- school Making Connections
eskwela, kon hina foundation; if Of the cause of
ang foundation sa the foundation The problem
 185

pag-eskwela labina is weak, then

na ang study habit, it could affect
makaapekto jud sa the study habit
study behavior sa especially the
bata. study behavior
of the
students.
Mangitana ko sa I asked to Self-questioning
akong kaugalingon, myself, but I Data Analyzing
unsay hinungdan? observed one of Understanding the
Pero akong the causes is Cause
naobserbahan ngan their barkada
Kana bitaw’ng madala and Fraternity…
sila sa other also is
barkada/frat; usa lack of
pud kanang dili parental
maatimanan sila sa guidance, since
ilang mga guinikan their father
kay naa man puy had another
laing pamilya;mao na family
mangita sila ug (Muslim).
paagi nga That’s why
mapansin….kulang sa family
pansin.Magmatter jud orientation is
ang Family very important
orientation sa pag- in forming the
umol sa study study behavior
behavior sa bata. of the
students.

Mangutana pud ko sa I asked other Referring to others

ubang estudyante ug students and Understanding the
maestro bahin anang teachers Students.
bataa, nganong regarding to
naingon ana siya; the students
daun moingon mam pud why they acted
sila nga ingon jud like that, then
day nang bataa… mao they said, yes,
nang sabton na lang. it is like
that… that is
why we should
understand
them.
 186

Yes! Mogamit ko sa Yes! As a Self-directing

akong policy isip teacher I used
usa ka maestra. my policy.

Mobadlong ko diha- I will Using Authority

diha daun pero kon discipline Proper Discipline
imo siyang kasab-an right away but
o insultuhon mosamot if you insult
kalayo ang imong him, the more
relasyon anang your relation
bataa.. toward the
students
becomes worst.
Yes! Motuo ko nga Yes! I believed Perseverance/
na’y right time aron that there’s a Self-Accommodating
masulbad ang right time to Patience and
conflict pero solve the Prayerful
kinahanglan sabtan conflict; all
una sila.God still we need is to
molding us, part sa understand
ilang pagtubo…ana them. God is
nga time, bata pa still molding
sila, physically, us…part of
mentally, their growing
emotionally ug up. They were
spiritually. Maabot still young
ang time nga both,
makarealize rana physically,
sila, Mao nang mentally,
mosabot ra jud. emotionally and
spiritually.
Time will come
they can
realize that’s
why we need to
understand
them.
Yes! Migamit ko ug Yes! I used Negotiating/Compromi
negotiation with the negotiation sing
other to reach a with others to
compromise reach a
compromise.
 187

Yes ! Migamit ko ug Yes! I used Open-minded/

open discussion aron open discussion Self-Accommodating
sa pagsolved sa to solve the
conflict. conflict.
Yes! Migamit ko ug Yes! I used Collaboration
variety of variety of
viewpoints aron viewpoints to
makuha ang maayong arrive at the
soulusyon sa best solution.
problema.
Kay naa man puy bata Not all Resourceful
nga dili madala ani solutions are Collaboration
nga style sa applicable to
parsolve; mao na nga that student;
as a teacher mangita as a teacher,
jud ta ug lain ng we need to find
way aron dili malayo ways or
ang gap ninyong solution which
teacher-ug-student. is applicable
to a particular
student, so
that the gap
between student
teacher-and-
student will
not become
worst.

Ang conflict tali sa The Conflict Understanding-the-

teacher ug student, between the cause
kinahanglan kitang teacher and Accommodating
maestra kuhaoon nato student, a Self-directing
ang family teachers need Patience
background sa bata, to know the Prayerful.
ang hinungdan, daun family
kinahanglan mosabot background of
ta nila,gamiton ang the student,
pasensiya…. at the the cause and
same time then we
modisiplina jud ta understand
kay maestra gud ta. them; we use
Labaw sa tanan, our patient….
kinahanglan ubanan but the same
sa pag-ampo labina time we need to
sa pagdtudlo sa mga discipline them
studyante sulod sa because we are
 188

klase. teachers…Most
of all, We
always pray to
GOD in our
teaching inside
the classroom.

Appendix C

First open-coded memos

Memos Code
Categories/Subcatego
 189

ries/Properties

1. Recalling past conflict Reminiscing/Recallin

experience in and out ofschool g
organization.

2. Knowing the cause of conflict to Recognizing the

see the solution about it. conflict

3. Using quick decision for the Immediate resolution

resolution of the conflict. of a problem.

4. Knowing the importance of making- Making-connections

connection of a conflict for the
root cause.
5. An understanding of or ability to Grasping/Ambiguity
understand something the cause of
conflict.
6.Ignoring to acknowledge the Avoidance
existence of conflict since it is (professional
professional jealousy. Jealousy or not
personal.

7.Personal nature of a person Personal values

8. worried or apprehensive, Concerned for others

particularly about something such
as a situation that is developing
or that has newly arisen like
Conflict situation.
9. Reasonable or unbiased: not Fair/Equal Authority
exhibiting any bias, and
therefore reasonable or impartial
10. Personal nature in using Personal belief/
authority.
personal values

11. Proper judgment and in accordanceFair

with the
rules or what is expected. judgment/Fairness

12. Trying to get to the underlying Investigating/Data

interests, needs, and concerns. gathering
Asking other persons’ view point
 190

and confirm that you respect

his/her opinion and need his/her
cooperation to solve the
conflict.
14.Giving of responsibility to Sharing of
somebody else: the giving of some responsibility
power, responsibility, or work
to somebody else.

13.Conflicting parties bargain to Compromise

reach a mutually acceptable
solution and to maintain the
relationship among the involved
parties.
14. Personal nature towards Personal values/
conflict resolution. belief

15. Personal nature towards Personal values/

conflict resolution. belief

16. The correctness or Accuracy of the

Truthfulness of conflict-caused. information

17. It is a give-and-take that both Compromising/Accepta

parties give up something in nce
order to reach a peaceful
resolution of a conflict and
leave with some degree of
satisfaction.
18. This involves open and direct Open discussion
communication which should lead
the way to solving the problem.
19. ability to avoid giving offense: Tactfulness
skill in situations in which
other people's feelings have
to be considered
20. Listen with empathy and see the Good listening
conflict from the other’s point skills
of view, identify issues clearly
and concisely, remain flexible
and clarify feelings.
21.Showing accord or characterized Personal values/
by friendly agreement or accord. Harmonious
relationship
 191

Appendix D

Open-coded memos of All Cases

Memos Code Categories/

Subcategories/Properties
1. Sense-making
Understanding the existence
of conflict in each
organization
 192

2. Knowing the cause of Indentifying the cause

conflict to see the solution
about it.
3. Personal nature of the Personal values
existence of conflict.
4. This involves open and Open discussion
direct communication which
should lead the way to
solving the problem.
5. It involves the conflicting Direct Confrontation
parties meeting face-to-face
and collaborating to reach
an agreement that satisfies
the concerns of both
parties.
6. Ignoring to acknowledge the Avoidance
existence of conflict for
negotiation.
7. Equal access for all: the Integrating but selective
process of opening a group
but it is selective.
8. Coming to terms with somethingAcceptance
or
the realization of a fact
or truth and the process of
coming to terms with it.
9. Unwavering in belief or Faith/Personal belief
believing firmly in something or somebody
especially a religion.

10.It involves open and direct Open talk/ Forgiveness.

communication which should
lead the way to resolve the
conflict and the forgiveness
of both parties.
11.Understanding that conflict Acceptance of conflict existence
exists and part of an
organization.
12. Perceiving or the process Perception
of using the senses to
acquire information about
the surrounding environment
or situation.
13. Reasoning process or the Inferring/ Making hypothesis
process of reasoning from a premise to
 193

a conclusion why the

conflict happens.
14. Acceptance of truth of Personal belief on
something to investigate investigating the issue
right away and acceptance of the conflict.
by the mind that something
is true or real.
15. This involves open and Open discussion
direct communication which
should lead the way to
solving the problem.
16. showing authority Authoritative but as
or showing confidence in or motherly approach.
the expectation of being
obeyed as a second mother.
17. Trying to get to the Investigating and self
underlying interests, needs, reflecting.
and concerns and
considered idea or an idea
or thought, especially one
produced by careful
consideration.

18.Bring together a variety of Collaborating

viewpoints to get the best
solution.
19. Personal nature on Personal Values/Patience
teacher’s traits towards
student conflict.
20. Demonstration of behavior or Modeling
of behaving to somebody,
especially a child, in order
for that behavior to be
imitated.
21. Focusing on good things Positive outlook
rather than bad and respect to a
Particular situation.

22.It involves open and direct Open communication

communication which should
lead the way to resolve the
conflict
 194

23. Resolving of disagreements orNegotiating

the reaching of agreement through
discussion and compromise.

24. Understanding that Understanding/Personal

conflict is natural in an Values
organization
25.It is in herself to Ignoring Avoiding/Personal Values
the existence of negotiation
26.Listen with empathy and see Listening skills then
the conflict from the give comments after
other’s point of view,
identify issues clearly and
concisely, remain flexible
and clarify feelings.
27. Ignoring open discussion Avoidance
to avoid other conflict
28.Believing that God rewards Personal Belief
those who were humbleness
29.Both Parties will work Collaborating
together to find an
agreeable solution to the
problem
30. Personal Nature being Personal belief
patience and humble
31.This involves open and Direct Confrontation
direct communication which
should lead the way to
solving the problem
32.Needs immediate solution in Professional/Personal
order not to jeopardize the belief
works
10. It involves open and Direct confrontation/
direct communication which Personal Values/belief
should lead the way to
resolve the conflict to
attend peaceful and
harmonious relationship in
both parties

33.Knowing the School policies Policy-oriented

34. This involves open talk Open-talk

communication which lead the
way to solving the problem.
35.Trying to get to knowledge Integrating/Open-minded
 195

of others’ concerns and view

points to solve the
conflict.
36.Personal nature on the Personal belief
importance of conflict
resolution for the unity of
an organization.
37.Bring together a variety of Collaborating
viewpoints to get the best
solution.
38.Willingness to explain well Integrating/Willingness
for the resolution of the to explain
conflict.
39. Use of authority that Authoritative
operates from a position of
power to resolve the
conflict.
40. This involves open and Direct Confrontation
direct communication which
should lead the way to
solving the problem
41.Needs immediate solution in Professional/Personal
order not to jeopardize the belief
works
42. It involves open and direct Direct confrontation/
communication which should lead Personal Values/belief
the way to resolve the conflict
to attend peaceful and harmonious
relationship in both parties

42. It is in her style to seek Avoidance/ Personal

to evade conflict entirely values
through being patience
43. Clarifying the issue by Clarifying
asking the involvement of
conflict.
44. Personal Perception on the Perception/ Making
conflict-cause hypothesis

45. Seeking a solution with Open-minded/Personal

empathy and see the conflict values
from the other’s point of
view, and clarify feelings
to resolve conflict.
46.This involves unclear Personal belief/ Assuming
caused of the conflict due
 196

to an undesirable actions by
other party.

Appendix E

Using Family Orientation in the Resolution Approach Category

Memos Code
Categories/Subcategories/

Properties

1. Giving of responsibility Family Orientation/

to somebody else: the religious belief
giving or some power,
responsibility, or work
to somebody else.

2. Agree that, when you’re in Family Orientation

God’s guidance, if you submit Strong faith in God/ Personal
yourself to God, then forgive belief
and forget everything.
 197

3. Conflcit will be solved in Family Orientation

due time when you’re in God’s Strong faith in God/ Personal
guidance, if you submit belief
yourself to God, then forgets
everything.
4. Strong belief in the Islamic Family Orientation
doctrine Personal belief/ Religious
5.Believing the power of God in Family Orientation
becoming a total person. Patience and
Prayerful

6. Personal nature on Family Orientation

understanding the totality of Personal belief/ Personal
being a person. values
7. Personal values means Family Oreintation
strong desires on having Patience/
peace. Personal values
9.The strong desire in having Family Orientation
peace without expecting Understan-ding/ Personal values
anything in return.
10. Strongly believed that Family OrientationPatience/
Humbleness is part of Humbleness/ Personal Values
teacher’s life in school.
11. A culture's Christian Family OrientationPersonal
values that refer to its belief/ Christian culture
ideas about what is good,
right, fair, and just.
12. Christian culture refers Family OrientationPersonal
to the values and norms that Belief and Personal values/
a society professes to Christian culture
believe.

13. Muslim culture being Family Orientation Religious

patience as Islamic Way of belief and Muslim Culture
Life.

Appendix F

Sample Conditional Matrix Guide of Using Family Orientation

in the Conflict Resolution Approach

Phenomenon What How Consequences

 198

Active listening -What is -Restate To ensure you

the -Paraphrase hear and
conflict -Summarize. understand
all about? other's
positions and
perceptions.
Organizing by
Gathering Information To understand
-Listen
-What are his or her
with
the motivations
empathy
underlying and goals, and
and see
interests, see how your
the
needs, and actions may be
conflict
concerns? affecting
from the
other these.
person's
point of
view.
-Identify
issues
clearly
and
concisely.
-Remain
flexible.
-Clarify
feelings.
To feel
Brainstorm -be open to all satisfied with
ideas, including the
ones you never resolution, it
considered before will help if
-What are Like: everyone has
the -Accomodating had fair input
different _Compromising in generating
possible -Integrating solutions.
solutions? -Avoiding
-Collaborating

Negotiate a Solution - What Follow three The conflict

Solution guiding may be
may better principles here: resolved: both
understand -Be Calm, sides may
the -Be Patient, better
position -and Have understand the
 199

of the Respect. position of

other? the other, and
a mutually
satisfactory
solution may
be clear to
all.
Verifying/Following- -What are Showing usual Harmonious
up your bases relationship as relationship/res-
toration/ the
that a friend or usual of being
conflict restoration of friends.
has been relation either
resolved? in action or in
the exchange of
words.

Concepts from the Affective and Cognitive Processes

 Affective Process

 Personal Capacity

 Active Listening Skills

 Family Orientation

 Personal Values

 Religious Belief

 Understanding Cross-culture

 Cognitive Process

 Recalling, Spoting,Recognizing the Conflict-Cause,

Grasping

 Brainstorm the Solution

 Accomodating

 Collaborating

 Compromising

 Avoiding
 200

 Negotiate A Solution to the Conflciting Party

 Verifying/Following-up

Concepts from the Personal Capacity Category

 Personal Belief
 Personal values
 Family Orientation

Concepts from the Good Listening Skills Category

 Making-connection
 Fairness
 Fair judgemen
 Tactfulness


Generating Higher Level Concepts(with regard

to what is happening to data)

Personal Capacity
Affective Process
Good listening skills

Concepts from the Brainstorm the Solutions

 Accomodating
 Collaborating
 Compromise
 Avoiding

Concepts from the Negotiate the Solutions

 201

 -Be Calm,
 -Be Patient,
 -and Have Respect.

Concepts from the Verifying/Following-up

 Restoration of relation either in action or in the

exchange of words.

Generating Higher Level Concepts(with regard

to what is happening to data)

Brainstorm the Solutions

Negotiate the Solutions Cognitive Process

Comparing Concepts/Generating Higher Level Concepts

(Emerging Using Family Orientation Approach

Personal Capacity
Affective Process
Good listening skills

Brainstorm the Solutions

Cognitive Process Negotiate the Solutions
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Verifying/Following-up
Restoration of Feelings
in words and in action

Using Family Orientation Approach in the Conflict Resolution

Approach

(What is happening to the Concepts? When and where do these

concepts occur?)

Appendix G

Semi-Structured Interview Protocol

C

Republic of the Philippines

Mindanao State University
G
A

Lanao Norte Agricultural College

Ramain, Sultan Naga Dimaporo, Lanao Del Norte
E-mail Address: [email protected]

Foreword!

Good Day!
 203

I am Mrs. Rosalie P. Saycon. I am glad you have

decided to participate in this study. I will be recording
your conflict resolution approach through the “think loud”
technique that I had explained earlier. Then, I will be
asking you some questions regarding conflict resolution.
And I want you to feel free in using the dialect (Bisaya) or
(Tagalog) in answering each question. All answers that you
will give in this interview will help a lot in my research,
so please do not hesitate to answer them as honestly as you
can. If I stop you to ask question, I am not actually
disagrreing but only trying to gain better understanding of
the way you think about some things.

I’ll be taping and videotaping this intervies and

transcribing it, but the information you share with me will
be strictly confidential and won’t be given to anyone. All
answere you give during this interview will not affect your
teaching evaluation.

If there are questions that are not clear to you, feel

free to ask me. Do you have any question?

(There will be pre-interview questions tobe asked to

established rapport with the respondents and let them feel
comfortable with the researcher).

Interview Questions:

1. What type of conflict or misunderstanding you

encountered in your job? How do you handle it?

Probing question in case the answer of the respondents

is more subjective or personal: What re the causes and
approaches you usually use in resolving school
conflict?

2. What is the first thing you do?

a. Do you think deeply why this conflict happens?

b. Do you make connections between the cause and who is

the agent of this conflict?
 204

c. Do you visualize the effect of the conflict? Why?

d. Do you ask yourself other questions to understand

the conflict? What are those questions? Why do you
ask such questions? Do you usually talk to yourself
throughout resolving school conflict?

3. Have you tried to investigate an issue to find a

solution acceptable and to other? Why it is important
to investigate?

4. Do you avoid open discussion of some differences with

the other? Why?

5. Do you use your authority to make a decision in your

favor?

6. How do you accommodate and hear the argument of the

conflicting parties?

7. Do you try to investigate your ideas with the others to

come up with a joint decision?

8. Do you delegate conflict settlement to the department

level of the school organization?

9. Do you emphasize that GOD rewards those who give favor

to others?

10. How do you emphasize that human relation is more

important than winning an argument>

11. Do you believe that conflicting parties can more

effectively resolve their own conflict in due time?

12. Do you try to work with the other to find solutions

that satisfy both conflicting parties?

13. How do you keep your disagreement to yourselfin

order to avoid hard feelings?

14. Do you negotiate with the other to reach a

compromise?
 205

15. Do you inculcate to your subordinates that peace and

harmony with others should always be observed in the
workplace? Why?

16. Do you exchangeaccurate information with the other

so that you can solve a problem together? Why?

17. How do you emphasize that “win-win solutions should

be observed in resolving the conflict?

18. Do you sometimes use your power to win the argument?

Why go you feel there’s a need to use?

19. Do you try to bring all your concerns out in the

open so that issues can be resolve?

20. Do you use the “give-and-take” so that a compromise

can be made? In what way?

21. Do you resolve conflict to gain commitment among

other employees through consensus building?

22. Do you try to draw variety oif vies points to arrive

at the best solutions?

23. Do you resolve school conflict immediatelyso that

work will not be jeopardized?

24. In what condition or circumstances do you usually

solve conflict in different ways?
 206

Appendix H
 207

Adapted from M.A. Rahim & N.R. Mager (1995)

Appendix I
 208

Adapted from M.A. Rahim (2002)

Appendix J

Thomas-Kilmann Conflict Mode Instrument (TKI) (2002)

Rules of the IBR Approach (or at least consider using the

approach yourself.) Make sure that people understand that
the conflict may be a mutual problem, which may be best
resolved through discussion and negotiation rather than
through raw aggression.

Step One: Set the Scene

If you are involved in the conflict, emphasize the fact that

you are presenting your perception of the problem. Use
 209

active listening skills to ensure you hear and understand

other's positions and perceptions.

 Restate.
 Paraphrase.
 Summarize.

And make sure that when you talk, you're using an adult,
assertive approach rather than a submissive or aggressive
style.

Step Two: Gather Information

Here you are trying to get to the underlying interests,

needs, and concerns. Ask for the other person's viewpoint
and confirm that you respect his or her opinion and need his
or her cooperation to solve the problem.

Try to understand his or her motivations and goals, and see

how your actions may be affecting these.

Also, try to understand the conflict in objective terms: Is

it affecting work performance? damaging the delivery to the
client? disrupting team work? hampering decision-making? or
so on. Be sure to focus on work issues and leave
personalities out of the discussion.

 Listen with empathy and see the conflict from the

other person's point of view.
 Identify issues clearly and concisely.
 Use "I" statements.
 Remain flexible.
 Clarify feelings.
Step Three: Agree the Problem

This sounds like an obvious step, but often different

underlying needs, interests and goals can cause people to
perceive problems very differently. You'll need to agree the
problems that you are trying to solve before you'll find a
mutually acceptable solution.

Sometimes different people will see different but

interlocking problems – if you can't reach a common
 210

perception of the problem, then at the very least, you need

to understand what the other person sees as the problem.

Step Four: Brainstorm Possible Solutions

If everyone is going to feel satisfied with the resolution,

it will help if everyone has had fair input in generating
solutions. Brainstorm possible solutions, and be open to all
ideas, including ones you never considered before.

Step Five: Negotiate a Solution

By this stage, the conflict may be resolved: Both sides may

better understand the position of the other, and a mutually
satisfactory solution may be clear to all.

However you may also have uncovered real differences between

your positions. This is where a technique like win-win
negotiation can be useful to find a solution that, at least
to some extent, satisfies everyone.

Appendix K

Understanding the Theory: Conflict Styles

BY: Kenneth Thomas & Ralph Kilmann (1990)

In the 2002’s Kenneth Thomas and Ralph Kilmann identified

five main styles of dealing with conflict that vary in their
degrees of cooperativeness and assertiveness. They argued
that people typically have a preferred conflict resolution
style. However they also noted that different styles were
most useful in different situations. They developed the
Thomas-Kilmann Conflict Mode Instrument (TKI) which helps
you to identify which style you tend towards when conflict
arises.
 211

Thomas and Kilmann's styles are:

Competitive: People who tend towards a competitive style

take a firm stand, and know what they want. They usually
operate from a position of power, drawn from things like
position, rank, expertise, or persuasive ability. This style
can be useful when there is an emergency and a decision
needs to be make fast; when the decision is unpopular; or
when defending against someone who is trying to exploit the
situation selfishly. However it can leave people feeling
bruised, unsatisfied and resentful when used in less urgent
situations.

Collaborative: People tending towards a collaborative style

try to meet the needs of all people involved. These people
can be highly assertive but unlike the competitor, they
cooperate effectively and acknowledge that everyone is
important. This style is useful when a you need to bring
together a variety of viewpoints to get the best solution;
when there have been previous conflicts in the group; or
when the situation is too important for a simple trade-off.

Compromising: People who prefer a compromising style try to

find a solution that will at least partially satisfy
everyone. Everyone is expected to give up something and the
compromiser him- or herself also expects to relinquish
something. Compromise is useful when the cost of conflict is
higher than the cost of losing ground, when equal strength
opponents are at a standstill and when there is a deadline
looming.

Accommodating: This style indicates a willingness to meet

the needs of others at the expense of the person's own
needs. The accommodator often knows when to give in to
others, but can be persuaded to surrender a position even
when it is not warranted. This person is not assertive but
is highly cooperative. Accommodation is appropriate when the
issues matter more to the other party, when peace is more
valuable than winning, or when you want to be in a position
to collect on this "favor" you gave. However people may not
return favors, and overall this approach is unlikely to give
the best outcomes.

Avoiding: People tending towards this style seek to evade

the conflict entirely. This style is typified by delegating
controversial decisions, accepting default decisions, and
not wanting to hurt anyone's feelings. It can be appropriate
 212

when victory is impossible, when the controversy is trivial,

or when someone else is in a better position to solve the
problem. However in many situations this is a weak and
ineffective approach to take.

Appendix L
 213

Appendix M
214
 215

CURRICULUM VITAE

Home address: Poblacion, Sultan Naga Dimaporo, Lanao Del Norte 9223
Cellphone No.: 093639022370
E-mail Address: [email protected]

Personal Information:

Date of Birth : October 20, 1969

Birthplace : Poblacion, Sultan Naga Dimaporo, Lanao Del
Norte
 216

Sex : Female
Status : Married
Religion : Roman Catholic
Citizenship : Filipino
Spouse : Danilo D. Saycon

Educational Attainment
School Year 2009-2011 : LaSalle University
Ozamis City 7200
Dissertation Title: “Using
Family Orientation
in Conflict Resolution Among
Teachers Of MSU-
Lanao Norte Agricultural College
Campus”: A Grounded Theory
Research (Doctor of
Philosophy Major in
Educational Management)

October 2008
Master in Education
Field of Specialization: Social Studies
La-Salle University, Ozamis City
Thesis Title: Higher Order Thinking
Exercises in Teaching History at MSU-LNAC:
Quasi Experimental Study

October 1998
Master in Teaching in Social Studies
ICC-LaSalle
Ozamis City
Non-Thesis Program
March 1991
Bachelor of Arts and Sciences
Major: Economics
ICC-La Salle
Ozamis City
May 1992
Bachelor of Science in Secondary Education
Major: Social Studies
24 units
ICC-La Salle
Ozamis City
March 1986
High School Diploma
MSU-SND High School
 217

Sultan Naga Dimaporo, Lanao Del Norte

March 1982
Grade School Diploma
SND Central School
SND, Lanao Del Norte

Sports Training: Division Training and Accreditation of

School Sports Officiating Officials. October
2-4, 2015 (Venue: Lala National High School,
Maranding, Lala Lanao del Norte-Sponsored by
Division of Lanao del Norte)

Teaching Experience

July 13, 2015 to-date: Junior High School Teacher

Lala National High School
Maranding,Lala, Lanao Del Norte

2008 to June 2015

College Instructor
MSU-Lanao Norte Agricultural College
SND, Lanao Del Norte

1991 to 2007
High School Teacher
MSU-Lanao Norte Agricultural College
SND, Lanao Del Norte