Conflict Management Style of School Heads and its Influence on The Job Satisfaction of Teachers in Marilao North District, Bulacan, Philippines

Rodora P. De Guzman, Jemma M. Gonzales and Joy G. Pajotagana
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Rodora P. De Guzman: Bulacan State University, City of Malolos
Jemma M. Gonzales: Bulacan State University, City of Malolos
Joy G. Pajotagana: Bulacan State University, City of Malolos

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 5, 2603-2613

Abstract: The study aims to investigate the relationship between conflict management style of school heads and job satisfaction of teachers. This research is a non-experimental quantitative research design where survey was utilized to 52 Junior High School teachers and to 9 school heads. The results were analyzed and interpreted using the descriptive procedures and utilized multi regression analysis as statistical tools to test the hypothesis of the study. The study identified five conflict management styles: collaborating, competing, avoiding, accommodating, and compromising. The results of the study indicate that collaborating has a negative impact and compromising has a positive impact as predicted by the job satisfaction of teachers. The r value for collaborating on school issues and compromising are statistically significant as the 0.033 (collaborating) and 0.028 (compromising) are less than alpha = 0.05. Regardless of school heads’ positive response towards collaborating conflict management, teachers may not become aware of the same manner, possibly affecting their job satisfaction. The authors thus suggest pursuing further investigation on testing if there is a significant difference between the school heads’ conflict management style and how teachers perceived their conflict management style, and also the factors on the inverse relationship of collaborating conflict management style and job satisfaction of teachers.

Date: 2024
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