Theoretical framework of References

This study is anchored on several theoriesnof conflict proposed by researchers since the early 1900s Psychodynamic theory. This is the earliest known theory of conflict which is based on freuds psychoanalytical theory. Psychodyncmics, as pointed out by Coser(1956) contains several concepts that are fundamental to the understanding of conflict. It explains how impulses, particularly aggression and anxiety motivated by the id and superego, play a role in conflict . these impulses build up and can be directed into other activities ,including physical ciolence. The psychodynamic theory emphasizes substitution activities, displacement, scapegoting and flexibility as the roots of conflicts. Howeve, the psychodynamic approach focuses on internal psychological processes rather than on social behavior. It fials to recognize the influence of interaction and external factors on social behavior. Field theory. This theory whcich was developed by kurt Lewin proposed that clikmate is significant in the sstudy of conflit. According to Lewin, human behavior is a movement through a Life-space influenced by various fields of force. The life-space consists of the persons conception of important goals and the barriers and requirements necessary to the attainment ofthese goals . Climate,, thus, is the quality of the social field as a whole. Human Relations Theory. Assumes that the nature and quality of interpersonal relation in the owrkplace largely determine the level of employee motivation and worl satisfaction, the frequency of absenteeism and resignation, the quality of management employee relations, and ultimately, the productivity and success of the organization (Perrow, 1986) From the above theory, Blake and Mouton (1964) and jay hall (1966) identified fie distict types of conflict behavior based on Ruble and Thomas(1976) two independent components of conflict behavior, namely: (1) assertiveness , defined as behavior intended to satisfy ones own concerns, and (2) cooperativeness, defined as behavior intedned tosatisfy the other individualls concerns. Whne combined, the result in five distinct style: 1. Competing style. Which is high in assertiveness andlow in cooperativeness, characterized by a desire to defeat the other. This is also known as the forcing or dominant style. 2. Accommodating style. Which is unassertive and cooperative, characterized by self- sacrifice and the avoidance of conflict for the sake ofmaintainting the relationship. It is also called appeasement or smoothing;

3. Avoidant style, which is unassertive and uncooperative, chratirized by indifference to the outcome of the conflict. This is known as the flight. 4. Collaborative style, characterized by the pursuit of full satisfaction for all parties. This is also called the problem solving andintegrative style and 5. Compromising style, also known as sharing or horse trading, and which is intermediate in both assertiveness andocooperativeness nd characterized by the willingness of both parties toboth giveuup and keep something.

STATEMENT OF THE PROBLEM This study attempted to determine the conflict management styles and practices of school adinistratorsin the public___________ during the school year 200__________. Furthermore, its sought to find out what problems that encounter along their administrative tasks and what intervention strategies they employ in managing conflict. Specifically, this study intended to answer the following questions: 1. What is the profile of the shool administrators in _____________ as to the following variables? 1.1 age 1.2 sex 1.3 civil status 1.4 number of teachers supervised 1.5 educationa attaingment 1.6 adminstraive position held 1.7 lenht of administarive experience 2. What problems are encountered by the school administrators along the following administrative tasks? 2.1 planning 2.2 organizing 2.3 direnting 2.4 evaluating 3. What are the repondents (as a whole and by a variable grouping) most and least preferred styleso of managing conflict? 4. Are there significant differences in the administrators conflict management style prefenreces when grouped according to eh profile variables? 5. To what extntare the administrators preferred conflict management styles congruent to the appropriate styles for particular conflict situations? 6. What intervention starategies are employed by the school administrators in managing conflict?

7. Are there significant differences in the intervention strategies employed by the school administrators whengoruped according to the profile variables? NULL HYPOTHESES The following null hypotheseswere testes in this study. 1. There are no significant differences in the administrators ( as a whole and when grouped acceding to the profile variables) preferences for conflict management styles. 2. There are no significant differences int heintervention strategies employed byt the school administrators whengorups according to the profile vvarialbes.

SIGNIFICANCE OF THE STUDY A study on conflict management styles and practices of school administrators of public shool ia a much significance not onlyu to those who are in the education s ector but also to thse in other fields that involve themanagement of people. Specifically, it is of great help to administrative practitioners, teahers, students, parents and policy-makers or educational planners. Hopefully, the finding s of this study and the various literature read and incorporated tosupport the findings would serve the following purposes: 1. Serve as baseline data in theformulation of policies and guidelines that may improve the general wel-being of the shcoool and the school administrators. Moreover, thefindings of this study would serve as an eye-opener for educations leaders to re-examine their practices an styles in manageing conflict and redirect these, if needed, to avoid negative consequences and instead obtain positive change that may lead to the attainment of educational goals results may also lend themselves to effective planning of human resource training and development program. 2. Initiating a conflict mangemnt or peer mediation in the school which may be an off-shoot ofthis study can be a proactive way to address concerns about conflict and violence. 3. Contribute to the field of educations management theories, principles andconcepts onleadership, problem solving nd decision making. 4. Help unify and create harmonious relationship between and among principals, teachers, supervisors, parents, and students. As a result, the atmosphere art school is more pleasant for everyonewhere teachers can spend more time teaching, students can spend more time learning, and principals spend more time planning and giving guidance and support. 5. Help elicit better reponse on the part of the parents and community leaders in extending their support andcooperation to the school after a realization that they play a potential factor in the shool system, and after realizing that their children would be gaining form an efficient and effective school management.

6. Contribute to the full understacding of conflict as a part of all forms of human experience and o cnflicct management practices and and styles of school administrators in _____________ 7. Encourage educational management leaders and practitioners toutilize conflict so as to yield consequences. 8. Expose would-be administrators to the complexities ofhis professionand prepare him for that complexity. 9. Help bring about change in the school system as the findings would help trace defects or flaws in leadership for the purpose of improving it. SCOOPE AND DELIMITATION The study covered themangement styles and practices of school administrators in handling conflict in the school. These conflict management styles are accommodating, avoiding, comproising, collaboarating, and competing. It also coverd the problems encountered by the shool administrators along the administrative tasks of planning, organizing, directing, evaluating. Finally, this study covered the conflict intervention strategies employed by the school administrators in handling conflicts in the school. The respondents of the study were the public secondary school administratos in Nueca Vizcaya during the school year 2002-2003. They were 32 in all, consisting o f principals, officer-incharge and or head teaehrs who are acting as Officer in charge and are manning the 32 public secondary school, both national and newly-legislated high schools. These 32

Definition of terms For a better understading of this study, the following tersm were defined: Administrative tasks- these are also reffered to as the management functions of the school managers. Specifically, they are: 1. Directing the major aspect of executing tasks in the educational program. It includes working out definite policies, regulations and rules that should be embodied in theprogram in order to facilitate direction of work. Formulating school policies, rules and regulations must be widely shared by concerned individuals such as teachers, pupils, paretsn, other schoolpersonnel, andtheschool community (Gregorio, 1989) 2. Evaluating- involves determining how well educational purposes have been reached. This includes survey andteacher rating which is aimed at identifying strengths and weaknesses (Gregorio,1989) 3. Organizing- the activity of arranging and structuring relationships so that a unified effort is made in accomplishing goals and object s (Gregorio, 1989) 4. Planning the activity of deserving and selecting course of ction geared toward the achievement of educations goals and objectives (Gregorio,1989)

Administrative position Held. In this study , it refers to the managerial position occupied by the school administrators such as principal I,II,III or Officer-in-Charge Conflict-is a disagreement between two or more parties for example, individuals , groups , departments, organizations, courtries - who perceive that they have incompatible concerns (Cook 1997) Conflict intervention strategy Conflict management Conflict management style 1. 2. 3. 4. 5. Accommodating Avoiding Collaborating Compromising Competing

Conflict management practices Educational attainment Length of administrative experience. This refers to the work experiences , trainging of those personnelwho are occupying administrative positions. In this study, it refers to the number of years tha the respondents had served as administrators in the public secondary schools School administrators