Conflict Resolution Skills and Team Building Competence of School Heads: A Model Effective School Management

Abstract

The study was conducted in public elementary schools in Malita District to determine the conflict resolution skills and team-building competence of school heads as a model for effective school management. A descriptive correlational design was employed. Descriptive statistics and correlational analysis were used in the study. The level of conflict management, collaboration, and compromise achieved the highest mean, while accommodation was the lowest. Among the indicators of team building competence of school heads, accountability had the highest mean, while the lowest mean was achieved by interdependence. The result showed that as conflict resolution increases, team building decreases. Based on the study's results, training in fair negotiations and conflict resolution should be provided to school administrators to enhance their ability to resolve disputes effectively. Additionally, the results suggest that school administrators should recognize its meaning and open themselves up to a contact structure that allows faculty members to participate. Subsequently, school administrators need to integrate conflict resolution skills as a key component in enhancing the school environment.