CONFLICT MANAGEMENT STYLES OF UNIT HEADS OF CITY SCHOOLS

DIVISION OF TAYABAS CITY

(Diane)

BACKGROUND
RATIONALE OF THE RESEARCH
Conflict is inevitable in an organization’s life since the goals of every stakeholders are

different from one another. Conflict is unpleasant that may result to various struggles

individually or to the group itself. From the readings of the researcher, conflict may cause

members to become frustrated when confronted with unsolved issues or conflicts. As a result,

they may feel stressed, which adversely affect their personal and professional life. Likewise, if

conditions seems to upset an employee they may have sleeping problems, loss of appetite,

overeating, headaches, and become unapproachable.

When an organizations spend much time in dealing with conflict, members take time

away from focusing on the core goals they are tasked with thus becomes unproductive. Conflict

causes members to focus less on the project and more on gossiping about conflicts and their

frustrations towards it. As a result, the organization lags in the achievement of desirable

organizational goals.

The schools division office as an organization composed of different people is prone to

conflicts. In the case of our office which is even a small organization is also beset with conflicts

that is ignited by various factors. It may involve individual or group disagreement, struggles,

disputes, quarrels, or even physical fighting. It ranges from work issues of responsibility, power,

authority and ethics to interpersonal matters like misunderstanding, difference of opinion and

poor communication between two or more person.

 In the City Division of Tayabas, where the researcher have been an employee for almost

4 years now observed quite several conflict that somehow affects the person involved and

ultimately the achievement of organizational goals. The researcher personally witnessed various

conflicts that ranges from simple disagreements to cyber bullying. Simple disagreements may be

due to misunderstandings, miscommunication, and job roles confusion. This event also leads to

breaking up friendships and relationship. While, some are conflicts in principle and thoughts

particularly in addressing an situation. Faced with these challenges, some employee feel

worthless that some frustration, discontentment, absenteeism, slow progress in work, reduced

quality of work and leaving the organization.

PURPOSE OF THE RESEARCH

This study will investigate various conflict management styles applied by the unit heads

and develop an intervention activity to enhance their competence in managing conflicts. This

study will explore the answers to the following objectives:

1. Determine causes of conflicts in the Schools Division Office of Tayabas;

 2. Identify conflict management styles employed by units heads in the Schools Division

Office in the City Division of Tayabas.

3. Describe the impact of Conflict Management Styles of Unit Heads in the Schools

Division Office of Tayabas.

THEORETICAL FRAMEWORK
The study is anchored on few theories defined below:

Group Conflict Process Theory

This theory was developed by Robbins (2008) which indicates that the most

organizational conflicts are managed through approaches to conflict management such as

negotiations, resolution and stimulation. Robbins (2008) further identifies cooperativeness and

assertiveness as the two dimensions on conflict handling intentions. From these two dimensions,

he further generates and identifies five conflict-handling intentions as competing, collaborating,

accommodating and compromising. These dimensions were therefore generated as conflict

resolution techniques in the study. Against this background, this theory helped the current study

to investigate conflict management styles of unit heads of city schools division of Tayabas City.

Idler Theory of Inter-Group Conflict

In this theory, inter-group conflict can be caused by conflicting goals, task dependency,

dissimilar work orientations, competition for limited resources, and competitive rewards

systems. Once conflict has surfaced it goes through certain stages, covering a wide range of

behaviors such as accommodating and avoid it. This brings about change which can occur within

and between groups. Some changes have positive effects and others have negative effects.

Additional factors were added to capture the effect of other techniques in solving conflict as well
as the contribution of the role of management toward positive movement in organizational

performance deficiencies.

This theory is used in order to determine the interdependence between conflict

management and performance of the organization. It was chosen as it attempts to determine

whether a group of variables together can predict a given dependent variable.

Bercovitch’s Theory of Conflict

Jacob Bercovitch’s (2007) theory of conflict attempts to synthesize two different sets of

approaches which he describes as (1) narrow approaches and wider approaches and (2)

subjective approaches and objective approaches. The difference between the first set of

approaches - narrow and wider - is obvious. The narrow approach puts emphasis upon the

disruptive aspects of conflicts whereas the wider approach concentrates upon those dimensions

of a social structure and social condition which are conducive to the emergence of parties with

incompatible goals, thus directing attention to the latent problems of a situations.

This theory is considered in this study since within this approach, conflict has been

contrasted with cooperation. It denotes not only differences of opinion, but the demonstrable

coercive means utilized by parties with a difference of opinion. Unit heads should understand

different conflict management styles to transform situation into something better.

Thomas-Kilmann Model

According to Thomas-Kilmann Conflict Mode Instrument, conflict styles are:

accommodating, his is when you cooperate to a high-degree, and it may be at your own expense,

and actually work against your own goals, objectives, and desired outcomes. This approach is

effective when the other party is the expert or has a better solution. It can also be effective for
preserving future relations with the other party; avoiding, this is when you simply avoid the

issue. It’s also very effective when the atmosphere is emotionally charged and needs to create

some space. Sometimes issues will resolve themselves, but “hope is not a strategy”, and in

general, avoiding is not a good long term strategy; collaborating, this is where a partner or pair

up with the other party to achieve both of your goals.

This approach may be appropriate for emergencies when time is of the essence, or when

a quick, decisive action is needed, and people are aware of and support the approach and

compromising. This requires a moderate level of assertiveness and cooperation. It may be

appropriate for scenarios where you need a temporary solution, or where both sides have equally

important goals.

Figure I: Thomas-Kilmann Conflict Model

This model is designed to measure a person's behavior in conflict situations. "Conflict

situations" are those in which the concerns of two people appear to be incompatible. In such

situations, we can describe an individual's behavior along two dimensions: (1) assertiveness, the
extent to which the person attempts to satisfy his own concerns, and (2) cooperativeness, the

extent to which the person attempts to satisfy the other person's concerns.

This instrument on the other hand TKI (Thomas-Kilmann Instrument) requires no special

qualifications for administration. It is used by Human Resources (HR) and Organizational

Development (OD) consultants as a catalyst to open discussions on difficult issues and facilitate

learning about how conflict-handling modes affect personal, group, and organizational dynamics.

The TKI is also extensively used by mediators, negotiators, and many practitioners in the

coaching profession.

Runde and Flanagan Model

The dynamic conflict model by Runde and Flanagan (2007) helps people to become

aware of the effects of conflict in positive and negative ways. This model argues that cognitive

conflicts are less likely to escalate into dysfunctional conflicts. On the contrary, affective

conflicts are more emotionally charged because focus is put on the person. This increases the

probability conflict escalation resulting in negative effects such as damaged relationships and
reduced collaboration.

Figure 2: Dynamic Conflict Model by Runde and Flanagan (2007)

This Model explores constructive behavioral responses to conflict. These include, among

others, perspective taking, expressing emotions, and creating solutions. The model also described

destructive behaviors that escalate and prolong conflicts. From a behavioral perspective

individuals were encouraged to use more of the constructive and less of the destructive

responses.

This conflict competence model will continue to expand and adapt to help individuals

and their organizations meet the challenge of managing conflicts effectively. To become conflict

competent though, takes more than simply understanding the model. It takes introspection,

training, practice, and perseverance to gain the benefits that come from this critical competency

LITERATURE SURVEY
 Many schools associate conflicts in their schools with poor working conditions and lack

of clear work and remuneration policy by the government. Some schools face a lot of difficulties

in providing necessary facilities and even teaching materials.

Baron (2013) indicated that teachers work in highly de-motivating conditions due to poor

pay by the government coupled with lack of clear increments in salaries. Morisson (2011) found

out that some head teachers were unable to adopt and respond to complexities in their institutions

that fast. Some boards got impatient because they expect quick positive change, and when

change fail to occur that fast, the head teacher is accused of being a low performer.

Saine (2011) stated that some teachers are not transparent in their financial matters of

their school. The head teachers do not discuss financial issues of their school with their boards.

When financial issues are brought in agenda of the board meeting, it is usually the last item of

the agenda when the member was tires and unable to discuss the item in detail.

According to Kingala (2012), some administrators perceive causes of conflicts in

their school as due to lack of commitment to work in their schools. There are things that

principals do in their schools that posed a serious challenge to school management. Some of

these include absenteeism, perennial lateness, dishonesty, inaccessibility and being autocrat or

dictatorial.

Monn (2012) determined in a study what differences existed in the ways that Suburban

Illinois Public School Top Management Team members handled conflict. Participants were

given a brief demographic survey and the Thomas-Kilmann MODE instrument, which scores

participants levels of preference for five distinct conflict styles: Competing, Collaborating,

Compromising, Accommodating and Avoiding. The independent variables of job category, years
of experience in school leadership and gender were used to assess any differences among the

population.

Flanagan (2010) believes that leaders must have high conflict management competence

to be able to run their organization effectively. He further defined conflict competence as the

ability to develop and use cognitive, emotional, and behavioral skills that enhance productive

outcomes of conflicts while reducing the likelihood of escalation or harm. Runde (2008) asserts

that conflict is the root cause of many leaders worst failures. Therefore, according to Jaabsigo

(2012), leaders must have that skill to manage conflict in order to improve organizational

performance. Msila ( 2011) states that the challenge of leaders is to identify the problems

endemic in their organization and understand effective management styles to support a peaceful

work environment.

Snodderly (2011), defines conflict management as a general term that describes efforts to

prevent. limit, contain and resolve conflict, especially violent ones, while building up that

capacities of all parties involved to undertake peace building. It is based on the concept that

conflict are normal part of human interaction and are rarely completely resolved or eliminated.

School managers, therefore, should identify the conflict in their organizations and ultimately

manage to formulate the effective strategies for the resolution or elimination of conflicts.

Public School Top Management Team members from the six collar counties surrounding

Chicago, Illinois were solicited, from which six hundred fifty-five (655) invitations were sent

out. One hundred ninety-four (194) responses were received, yielding a response rate of

29.67%.The results of the study showed that women top management team members preferred

the mode of compromising more than their male peers. Data also showed that the top

management team members with 11–15 years of experience in school leadership preferred
Compromising significantly less than their colleagues with less than 5 years of experience and

those with more than 21 years of experience. Compromising was the only conflict style to yield

any results of significance. This study adds to the breadth of knowledge about conflict

management and school leadership. These findings will assist school districts as they assemble

their top management teams to lead the future of their districts.

Motsiri (2010) conducted a study to investigate how conflict is managed in schools. The

literature review clearly indicated the complexity of the management of conflict in school

organization. Schools, by virtue of being social organizations aiming at providing education

services to learners, cannot thrive under conditions of dysfunctional conflict. However, it is also

clear that not all conflict is bad and can be functional in school improvement and renewal. The

most important aspect pertaining to conflict in schools, is that it must be managed. This actually

implies that conflict has to be managed from its sources, apparent or potential and that, this must

involve a process that ranges from conflict and includes, conflict resolution, prevention and

management. The empirical studies established that school principals largely used the

dominating and avoiding styles of handling conflict.

The variance between categories of responses indicated that conflict handling styles were

used contingent on situational conditions. To this end, it was found that educators from big

schools showed statistically significant differences with educators from small schools in so far as

principal’s conflict handling styles are concerned. Based on this findings and notwithstanding the

results of the frequency analysis which generally indicated almost equal responses in terms of the

agree and disagree responses, it was concluded that the dominating and avoiding styles, and to an

extent, the compromising styles were used predominantly in the surveyed schools. The study

thus recommends that peer group and needs-specific capacity building programs for school
principals should be initiated so as to expose principals to conflict management learning

experience from practice, and in relaxed atmosphere facilitated by peer coaching and mentoring.

Another study conducted by Mura, et al ( 2010), investigates the role of the perception of

the environment as a determining factor in choosing a conflict management technique. The study

was conducted on a sample of 485 secondary school students involved in conflict management

training. The proposed educational intervention intended to promote an increased awareness on

the cognitive, emotional and social dynamics that characterize the conflict and allow better

motivation to apply them. In fact, the result of the research show that the students with the most

positive perception of their school mates are also those more willing to adopt constructive

conflict management strategies.

Management refers to administration of an organization whether a government or private

organization. It includes activities like setting the strategy of an organization and coordinating

efforts of employee to accomplish its objectives through the application of various means and

resources. Thereby, management is also referred to as the art of getting people together on a

common platform to make them work towards a common predefined goals.

However, the dilemma with pulling human resources to work together is that every

individual is unique from each other. Every person has unique sets of personality- behavior,

feelings, thoughts and motives- that characterizes them. Ultimately, these sets of characteristics
drives an individual to act to achieve their personal goals while others are driven by other

principles and reasons which leads to conflict.

Corvette (2007), contends that conflict exist whenever and wherever there is

incompatibility of cognition or emotion between individuals. Furthermore, this author avers that

conflict when misdiagnosed can lead to a spiral of antagonistic interaction and aggravated,

destructive behavior that affects organizational performance. Snodgrass and Blunt (2009) asserts

further that unmanaged conflicts can create dysfunctional organization which deprive employees

of their rights to peaceful work place.

From the study conducted by Adeyemi (2009) examined principal’s management of

conflicts in public secondary schools in Ondo State, Nigeria. As a descriptive survey, the study

population comprised all the 281 public secondary schools in the state. Out of this population, a

sample of 80 schools was drawn while 340 respondents ( 80 principals and 260 teachers) were

selected through the stratified random sampling technique. A questionnaire was used to collect

data for the study. The data collected was analyzed using percentages. The findings show that

conflicts have not been effectively managed by principals of schools because of their inability to

effectively utilize the strategies for resolving conflicts. Based on the findings, it was

recommended that principals should inculcate the idea of setting up of committees to resolve

conflicts. Principal should allow a free flow of information while communication gap should be

prevented. Principals should endeavor to make use of dialogue strategy in managing conflicts in

schools. They should be sensitive to teachers’ grievances before the grievances get out of hand.

This could be done by having discussions with students on pressing issues in the schools and by

allowing students to participate in decision-making.

SIGNIFICANCE OF THE STUDY

This study would be highly significant to the researcher as she pursues a career in the

field of education. This may be applied in trying to manage interpersonal conflicts between

teachers and head teachers which arise in the school environment. This study will also add to the

literature on conflict management styles between teachers and head teachers.

Moreover, this study will be of significance to the following:

Unit Heads. They will be able to manage the conflict arising in their own unit. Their knowledge

on conflict management will unify the group and ultimately achieve their goals as they can work

harmoniously with one another.

Employees. They will be able to understand the uniqueness of every individual which will lead

to the proliferation of respect and building trust among co-workers.

Researchers. the result of the study may lead to the understanding of different organizational

struggles and the effective ways of handling organizational conflicts.

Administrators. the result of the study will help them realize the effective management styles

that can be adopted in dealing with conflict in an organization.

STATEMENT OF DESIRED OUTCOMES

The researcher desires that unit heads in the Division of Tayabas will be able to strictly

adopt the conflict management styles suitable. They will demonstrate leadership within the

schools’ premises and open communication lines in order to give equal access to all

stakeholders.

MAJOR FINAL OUTPUT

 The output of this research is an institutionalized Management Conflict Styles adopted

by Unit Heads in the schools Division Office in the City Divisin of Tayabas.

TARGET BENEFICIARIES

The recipients of this study are Nine (9) Unit Heads in The Schools Division Office,
namely:

Schools Division Superintendent, 1

Administrative Officer V 3
Administrative Officer IV 1
Information & Technology Officer 1
Chief, Schools Governance and Operation Division 1
Chief, Curriculum and Implementation Division 1
Learning Resource and Management System Supervisor 1
personnel in the schools division office of the City Division of 50
Tayabas

DEFINITION OF TERMS

The terms below are variables under study. It is defined both lexically and operationally

to better understand the concept.

Accommodating is when you cooperate to a high-degree, and it may be at your own

expense, and actually work against your own goals, objectives, and desired outcomes

Avoiding is when you simply avoid the issue. You aren’t helping the other party reach

their goals, and you aren’t assertively pursuing your own. This works when the issue is trivial or

when you have no chance of winning

Collaborating is where you partner or pair up with the other party to achieve both of

your goals
 Competing is the “win-lose” approach. You act in a very assertive way to achieve your

goals, without seeking to cooperate with the other party, and it may be at the expense of the other

party

Compromising is the “lose-lose” scenario where neither party really achieves what they

want.

Conflict is a collision or disagreement. Operationally, these are misunderstanding that

occurs in an office or unit

Conflict management styles- lexically, this a practice of being able to identify and

handle conflicts sensibly, fairly and efficiently. Operationally, it is how the unit heads solves

issues or conflicts in their respective unit.

Dynamic Conflict Model is a conflict management strategies are whether they are

active, passive, constructive or destructive

Differences in Style – are differences in how people get things done

Differences in Background/Gender – are conflicts that arise between people because of

differences in age, educational backgrounds, personal experiences, ethnic heritage, gender and

political preferences.

Differences in Leadership Style – pertains to the management styles employed by unit

heads in addressing conflict in their units.

Interdependence Conflicts - types of conflict happen when a person relies on someone

else's co-operation, output or input in order for them to get their job done

Management – is the act or manner of practice of managing group of people in order to

achieve an organizational goals.

 Thomas-Kilmann Conflict Mode Instrument – a conflict mode instrument in identifying

conflict management styles.

Task-Focused Conflict is focusing on task and problem solving

Person-Focused Conflict is focusing in personalities rather than task

Personality Clashes - types of conflict in the workplace are often ignited by emotions

and perceptions about somebody else's motives and character

Unit Heads – are person who manages a small unit in an office. Operationally, they are

persons that manages a small sub-office in the City Division of Tayabas

SCOPE AND DELIMITATION OF THE STUDY

This study will investigate the conflict management styles of unit heads in the City

Division of Tayabas for the 2018. It will involve nine (9) unit heads and Fifty (50) School

Division Personnel. This study will also focus on understanding the most common conflict

arising a City Schools Division of Tayabas as well as its causes. Likewise, this will further

explore the common management styles employed by units heads focusing on Thomas Kilman

Conflict Model and Dynamic Conflict Model.

 CHAPTER III
DESCRIPTION OF METHOD

This chapter presents the methodology to be used in conducting this study. It includes

research design, research instrument, respondents of the study, data analysis and statistical

treatment.

RESEARCH DESIGN

This is a descriptive research which will use a questionnaire as a major tool in gathering

the data. A descriptive survey was selected because it provides an accurate portrayal or account

of the characteristics, for example behaviour, opinions, abilities, beliefs, and knowledge of a

particular individual, situation or group.

POPULATION

This study will investigate the conflict management styles employed by unit heads in the

City Schools Division of Tayabas. There are nine ( 9) offices in the Schools Division Office

namely, Office of the Schools Division Superintendent, Office of the Assistant Schools Division

Office, Administrative Office, Finance Unit, Information and Technology Unit, Human Resource

Unit, Schools Governance and Operation Division, Curriculum Implementation Division, and

LRMDS Unit. All unit heads and employees will be the subject of the study.

DATA COLLECTION

The research will employ a descriptive method of research through a survey. This will

involve gathering of data through questionnaires which served as the main tool in finding out the
conflict management styles used by unit heads in the City Schools Division of Tayabas.

Shuttleworth (2008) emphasized that descriptive research design is a scientific method which

involves observing and describing the behavior of subject without influencing it in any way.

Additionally, descriptive research design is a type of research method that is used when one

wants to get information on the current status of a person or an object. It is used to describe what

is in existence in respect to conditions or variables that are found in a given situation.

Collection of data will be done by distributing the questionnaire to the employee-

respondents and unit heads as to assess the conflict management styles employed by the unit

heads. After the retrieval of questionnaire, the responses will be tabulated. Interview will also be

conducted to triangulate the result of the quantitative data. Regression and Correlation Analyses

will be used to test the hypothesis at 5% level of significance.

INSTRUMENTATION

The researcher will use a survey questionnaire to assess the conflict management styles

employed by units heads in the City Schools Division of Tayabas. The questionnaire is a self-

made questionnaire which is comprised of three parts:

Part I The causes of conflict in the school’s division office

Part II Conflict Management Styles Employed by Unit Heads

Part III Impact of the Conflict Management Styles

REFERENCES:

Brookins, M. (2015), “ The Effcets of Conflict Within an Organization”

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Corvette BAB, (2007). Conflict Management: A Practical Guide to Developing Negotiation

Strategies, New Jersey: Prentice Hall.
Hotepo, et. al ( 2010) , Empirical Study of the Effect of Conflict on Organizational Performance in
Nigeria, Lagos State University, P.M.B. 0001, LASU Post Office Ojo, Lagos, Nigeria

Flanagan TA, 2010. Developing Your Conflict Competence: A Hands-on Guide For Leaders,
Managers, Facilitators, and Teams, San Francisco: Wiley and Sons.

Kinander, M. (2011), Conflict Management, How to Manage Functional Conflicts Within

Project Teams, Master of Science, Chalmers University of Technology, Gothenburg,
Sweden

Jaabosigo, MH. 2012. A Model For Handling Conflict Among School Teachers in Moses
Kotane East, North West University, Bojanala West Region, Africa.

Monn, Kristopher P., Ed.D., Comparisons in Conflict Management Among Suburban

Illinois Public School Top Management Team MembersNorthern Illinois University,
2012, 130; 3540588

Mura, Giulia et. al. 2010, Conflict Management Among Secondary Schools,
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Reynolds, Cat , ( 2015), “ the Effects of Workplace Conflict”

http://www.ehow.com/list_5896846_effects-workplace-conflict.html

Snodderly, D. 2011. Peace Terms: Glossary of Terminology for Conflict Management And
Peace Building. USA

Thomas, K.W and Kilmann, RH ( 2001) Thomas-Kilmann Conflict Model, Profile and
Interpretive Report, Psychologist Press, Inc.

ELECTRONIC REFERENCE:

managementstudyguide.com/organization_management.htm

http://enwikipedia.org/wiki/management

RESPONDENTS’ QUESTIONNAIRE

PART I: CAUSES OF CONFLICT IN THE SCHOOLS’ DIVISION OFFICE

DIRECTION: Kindly check the box that corresponds to your response in terms of the causes of
conflict experienced in workplace. Below is the rating scale indicating your agreement on the
statement in the survey.
4 – Strongly Agree 3 –Agree 2 – Disagree 1- Strongly Disagree

STATEMENTS 4 3 2 1
1. Anger and Tension
2. lack of communication
3. lack of trust
4. frustration
5. unhappiness, dissatisfaction
6. stress
7. indifference
8. lack of tolerance
9. prejudice
10. differences in personality
11. tense and unsettled environment
12. weakened cooperation
13. forming groups
14. damaged team spirit
15. decreased productivity and performance
16. lack of discipline
17. weakened human relationship
18. lack of support from the top management
19. lack of commitment to work
20. lack of established work processes
21. job confusion
22. lack of training and seminar on assigned job
23. absence of organizational manual
24. favoritism from the top management
25. decreased motivation in work

PART II: CONFLICT MANAGEMENT STYLES EMPLOYED BY UNIT HEADS

DIRECTION: Below are the conflict management styles. Kindly indicate your agreement on the
corresponding space provided.
4 – Strongly Agree 3 – Agree 2 – Disagree 1- Strongly Disagree

CONFLICT MANAGEMENT STYLES 4 3 2 1

Use of student representative council in management
decision making and administration
Adequate coverage of syllabus in a session
 Transparency and accountability in financial and
resource allocation and management in school.
Absence of political interference and patronage in
school management
Frequent stakeholders meeting and consultation in
school management
Clear definition and description of roles and
responsibility on school management between
stakeholders
Professionalism and meritocracy in appointment of
teachers and administration
In service of education managers, teachers and
education stakeholders on management and conflict
resolution
Opportunity to attend courses in conflict management

PART.III IMPACT OF CONFLICT MANAGEMENT STYLES

DIRECTION: Below are the statements that indicate impact of conflict management styles. Kindly check
the box that describes your preference in solving the conflict using the scale below
4- Definitely True 3 – Tends to be True 2- Not True 1 – Definitely Not True

STATEMENTS 4 3 2 1
1. Parties in conflict agree on the procedures taken for the resolution of
identified conflicts.
2. Dialogues are applied to resolve conflicts
3. Parties are encouraged to work together to find mutually accepted solutions
to problems (collaborative)
4. Communication network among groups is established to reduce tension
5. Negotiations among powerful subgroup leaders are promoted.
6. Roundtable conference strategy is being adapted
7. Excellent reward program
8. Outstanding performance
9. Understanding between and among parties is achieved
10. Resolution of conflict
11. Open communication lines
12. Satisfactory class allocations
13. Constructive comments
14. Competent supervision
15. Fair share of responsibility