A Comprehensive Systematic Review: Conflict Management and Teachers Work Culture

Zubir Abdullah, Bity Salwana Alias and Aida Hanim A. Hamid
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Zubir Abdullah: Faculty of Education, Universiti Kebangsaan Malaysia
Bity Salwana Alias: Faculty of Education, Universiti Kebangsaan Malaysia
Aida Hanim A. Hamid: Faculty of Education, Universiti Kebangsaan Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 999-1009

Abstract: In recent years, conflict management has received significant attention in maintaining a positive and productive work environment where unresolved conflict can lead to a toxic culture, increased stress, and reduced job satisfaction among teachers. This review synthesizes findings from multiple studies to explore the influence of organizational culture, leadership style, communication norms, and power dynamics on conflict management strategies and outcomes in schools. The literature highlights the importance of effective communication, emotional intelligence, cultural awareness, and collaborative practices in fostering a supportive work environment. Additionally, the role of organizational culture in either mitigating or exacerbating conflict is highlighted, with studies revealing that positive cultural attributes, such as inclusiveness and openness, increase the effectiveness of conflict resolution. This systematic study examines the critical role of conflict management in shaping the work culture of teachers in an educational environment. To achieve this goal, we conducted an extensive search of scholarly articles from reputable databases such as Scopus, Web of Science and Eric, focusing on studies published between 2020 and 2024. The study stream is based on the PRISMA framework. The database found (n=53) of the final primary data was analyzed. The findings of the study show that leadership style, organizational values and work environment are important in shaping conflict management practices, ultimately affecting the overall effectiveness of teachers’ work culture in educational institutions. The review also identified gaps in the literature, particularly the need for more research in diverse educational contexts and the long term effects of leadership interventions on conflict management. The insights provided by this review have significant implications for policymakers, educators, and administrators who aim to foster constructive work cultures and improve educational outcomes.

Date: 2025
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