Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 37 no. 8 (2025)

Navigating Turbulence: A Qualitative Analysis of Conflict Resolution Strategies among Public School Administrators

Dominador Rebugio Jr.

Discipline: Education

 

Abstract:

This qualitative study, titled "Navigating Turbulence: A Qualitative Analysis of Conflict Resolution Strategies among Public School Administrators," explores the lived experiences and perceptions of public elementary school principals in Lambayong District, Philippines, in resolving conflicts within their institutions. Using a phenomenological approach, the research focused on understanding how contextual factors such as cultural norms, socioeconomic diversity, and institutional challenges influence the conflict resolution strategies employed by school leaders. Data were collected through semi-structured interviews with ten purposively selected school principals who met the criteria of professional experience and exposure to conflict situations. Thematic analysis revealed six key themes: collaborative conflict resolution strategies, leadership styles shaped by conflict, communication as a foundation for resolution, contextual adaptability, professional development needs, and lessons learned from failed strategies. Findings indicated that effective conflict resolution requires a combination of empathy, active listening, and inclusive dialogue. Principals often adapted their leadership styles to promote inclusivity, transparency, and stakeholder engagement. Contextual adaptability was crucial, particularly in culturally diverse and resource-limited settings where values such as bayanihan (communal unity) played a central role in shaping resolution practices. While many principals succeeded in using mediation and participative decision-making, some acknowledged failures due to poor communication or exclusion of key stakeholders. These experiences underscored the importance of continuous professional development, culturally responsive strategies, and access to institutional support systems. The study concludes that conflict resolution is a critical leadership function in public schools and recommends the integration of context-sensitive training programs into leadership development frameworks. By emphasizing collaboration, communication, and cultural competence, educational leaders can foster healthier school climates and more sustainable resolutions. The findings provide valuable insights for policymakers, education stakeholders, and training institutions in enhancing the leadership capacities of school administrators across diverse educational contexts.



References:

  1. Adams, C., & Plaatjies, B. (2021). Conflict management and resolution strategies in schools. Journal of Educational Research.
  2. Akinwumi, F. S., Raji, I. A., & Shogunle, A. V. (2024). Navigating turbulence: The impact of socio-political conflicts, safety, and security on educational quality in North-Central Nigeria. International Journal of Advanced Research in Public Health, 9(7), 123-135. http://ijeais.org/wp-content/uploads/2024/9/IJAPR240907.pdf
  3. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.
  4. Anderson, L., & Miller, J. (2023). Conflict resolution and teacher burnout: A correlational study. Journal of Teacher Education, 19(4), 201-215.
  5. Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications
  6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063o
  7. Bridges, E. M. (2009). Bandwagon and the pursuit of excellence: A moral imperative for school leadership. ProQuest LLC
  8. Brown, A., Green, S., & Adams, J. (2023). The role of emotional intelligence in conflict resolution among school leaders. Educational Leadership Quarterly, 18(3), 56-72.
  9. Cohen, J., & Else, J. (2020). Educational Leadership: A Primer for School Administrators. New York, NY: Education Press.
  10. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications.
  11. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
  12. De Dreu, C. K. W., & Gelfand, M. J. (2008). Conflict in Organizations: A Multi-Level Perspective. Research in Organizational Behavior, 28, 1-35.
  13. Feirsen, R., & Weitzman, S. (2023). Getting unstuck: Conflict resolution strategies that work. Edutopia.
  14. Fisher, R., & Ury, W. (2011). Getting to Yes: Negotiating Agreement without Giving In. New York, NY: Penguin Books.
  15. Folger, J. P., & Bush, R. A. B. (1994). Resolving conflicts: Transformative approaches to interpersonal relationships. Pearson.
  16. Garcia, M., & Hernandez, L. (2023). Cultural competence and conflict resolution in multicultural schools. Journal of Multicultural Education, 10(3), 67-82.
  17. Glickman, C. D., & Gonring, P. (2019). Leadership for learning: How to help teachers succeed. ASCD.
  18. Gxhaweni, T., & Plaatjies, B. (2023). Conflict management and resolution strategies between the school management team and teachers in public schools. Journal of Studies in Social Sciences and Humanities, 9(3), 185-199.
  19. Hoy, W. K., & Miskel, C. G. (2013). Educational Administration: Theory, Research, and Practice (9th ed.). New York, NY: McGraw-Hill.
  20. Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2015). Cooperative learning in the classroom. ASCD.
  21. Johnson, T., & Lee, H. (2023). Technology and conflict resolution: Innovative tools for school administrators. Journal of Educational Technology, 22(4), 145-160.
  22. Johnson, T., & Smith, R. (2023). Conflict resolution in urban schools: Strategies for administrators. Journal of Urban Education, 15(4), 201-215.
  23. Katz, S., & Earl, L. (2010). Learning to be a leader: Competences for the school leaders of the 21st century. Routledge.
  24. Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing (2nd ed.). Sage Publications
  25. Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112-129.
  26. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  27. Martinez, L., Lee, J., & Thompson, P. (2023). Leadership and conflict management in rural schools. Rural Education Review, 12(2), 89-104.
  28. Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 11(3).
  29. Myers, E. L. (2024). Taming turbulence: An examination of school leadership practice. Journal of Educational Leadership, 11(3), 45-58. https://files.eric.ed.gov/fulltext/EJ1048329.pd
  30. Nguyen, T., & Patel, R. (2023). Student perspectives on conflict resolution in schools. Journal of Student Affairs Research and Practice, 15(2), 89-104.
  31. Ozyildirim, G., & Kayikci, K. (2017). The conflict management strategies of school administrators while conflicting with their supervisors. European Journal of Education Studies, 3(8).
  32. Patel, R., & Kumar, S. (2023). Impact of training programs on conflict resolution skills of school administrators. International Journal of Educational Management, 19(5), 123-138
  33. Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.
  34. Schmidt, M. (2015). Preparing Tomorrow’s Leaders: Conflict Resolution Skills for School Administrators. Journal of Education Administration, 53(6), 792-806.
  35. Schmidt, M. (2015). Teacher leadership: The “new” foundations of teacher education. Peter Lang.
  36. Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th ed.). Teachers College Press.
  37. Smith, R., & Brown, A. (2023). Gender differences in conflict resolution styles among school leaders. Journal of Gender Studies, 17(2), 98-113.
  38. Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-47). Brooks/Cole.
  39. Tapia-Fonllem, C., et al. (2020). Functional components of educational establishments. Journal of Educational Research.
  40. Vinokur, E., Yomtovian, A., Marom, M. S., Itzchakov, G., & Baron, L. (2024). Social-based learning and leadership in school: Conflict management training for holistic, relational conflict resolution. Frontiers in Social Psychology, 14(2), 89-102. https://www.frontiersin.org/journals/social-psychology/articles/10.3389/frsps.2024.1412968/full
  41. Williams, K., & Davis, M. (2023). Collaborative approaches to conflict resolution in schools. Journal of School Leadership, 14(1), 33-47.
  42. Wilson, J., & Taylor, P. (2023). The impact of school climate on conflict resolution. Journal of Educational Research, 21(3), 77-92.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic