Authors : William Costigan

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/3rt4r8mf

Scribd : https://tinyurl.com/yn6nvdzr

DOI : https://doi.org/10.38124/ijisrt/26jul1469

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This quantitative study seeks to determine how conflict resolution styles affect existing peer and teacher relationships in a way that impacts academic performance in Broward County, Florida. With the approval of an Institutional Review Board, data was collected from 33 participants in a two-part survey administered through Google Forms. Conflict resolution styles were categorized as constructive and destructive, and quality of peer and teacher relationships was measured alongside self-reported GPA. Correlational analysis discovered no significant relationship between conflict resolution style and teacher relationships. Unexpectedly, a moderate positive correlation between destructive conflict resolution styles and higher quality peer relationships was found, but constructive conflict resolution styles showed a positive yet statistically non-significant relationship with peer relationships. Teacher relationships displayed a significant positive correlation with academic performance, while peer relationships showed no correlation to academic performance. These findings partially contradict previous research which suggests that destructive conflict resolution styles are in no way beneficial to peer and teacher relationships. On the contrary, the findings regarding teacher relationships and academic performance support the previous literature. These findings suggest that conflict theories might operate differently in the high school setting.

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