Conflict Management Styles of the Public Elementary School Principals and Job Satisfaction of Teachers in the Division of Samar: Basis for a Management Training Program
Keywords:
Conflict Management, Job Satisfaction, Management Training, Program, StylesAbstract
This study determined the conflict management styles employed by elementary school principals and its relation to job satisfaction of teachers of the Division of Samar during school year 2015-2016 with the end view of evolving a management training program on conflict resolution and settlement for elementary school principals. This study employed descriptive-development research design. The study was a development research since the researcher developed management styles and settled different conflicts. Among the many conflicts occurring in schools, the following were the most common occurring between teachers and pupils as assessed by the three groups of respondents: a) pupils’ non-compliance with homework/assigned tasks; b) vandalism committed by pupils; c) discipline among pupils. Between the principal and the parents/community, the following conflicts were commonly identified by the three groups of respondents: a) lack of parent/community support to school programs and projects; b) school contributions. Between the teachers and parents/community, most sources of conflicts arise from lack of parents' support for class projects and teachers’ lukewarm attitude in dealing with parents/community. The rejection of all hypotheses involving the comparison of perception of the three groups of respondents relative to the conflicts arising among the teachers, between principal and teachers, between teachers and pupils and between teachers and parents/community pointed out that their assessments were different from each other. Further validation of the Management Training Program for Principals be made to refine the program.
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