Authors : Cora L. Balgos; Remigilda Gallardo

Volume/Issue : Volume 10 - 2025, Issue 6 - June

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

DOI : https://doi.org/10.38124/ijisrt/25jun924

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 qualitative study explores the challenges, coping mechanisms, and insights related to conflict resolution within educational settings. Drawing on interviews with five school principals, the research identifies key themes crucial for effective conflict management in schools. Findings reveal that clear and open communication emerges as foundational in addressing conflicts, facilitating understanding among stakeholders, and fostering a collaborative environment. Adopting collaborative approaches, participants emphasized the significance of teamwork in achieving balanced and sustainable solutions to conflicts. Furthermore, participants highlighted the importance of emphasizing empathy and respect for all parties involved, promoting positive relationships and conducive learning environments. The implications suggest that educational policymakers should prioritize integrating conflict resolution education into school curricula and professional development programs for educators. School administrators are encouraged to implement structured mediation processes and foster open communication channels to support conflict resolution efforts effectively. Teachers are advised to enhance their conflict resolution skills through continuous professional development, modeling constructive behaviors for students. Students benefit from programs that promote empathy and teach conflict resolution strategies, contributing to a positive school climate and personal development.

Keywords : Conflict Resolution, Education, School Administration, Empathy

References :

1. Amie-Ogan & Nma, Mejia & Arpon (2021). Psychology and Social Development, 9(1): 99-109. Conflict Management Styles of School Heads and Teachers’ Job Satisfaction and Efficiency. International Journal of Research Publication and Reviews.
2. Bandura, A. (1977). Social Learning Theory. General Learning Press.
3. Braun, V., & Clarke, V. (2016). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-101.
4. Bryman, A. (2016). Social Research Methods. Oxford University Press.
5. Chen, L. (2019). Educational Conflict and Resolution in the Chinese Context. Asian Education and Development Studies, 8(2), 134-147.
6. Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
7. Cruz, I. (2022). Understanding Conflict Resolution in Philippine Educational Settings. Manila Education Review, 12(4), 78-89.
8. Denzin, N. K., & Lincoln, Y. S. (2018). The Sage Handbook of Qualitative Research. Sage Publications.
9. Eisenberg, T., & Miller, J. (2017). Effective Strategies for School Conflict Resolution. Journal of Educational Administration, 45(3), 287-301.
10. El-Gayar, O., & Moran, M. (2018). Impact of mobile technology on learning outcomes in higher education. Journal of Educational Technology Research, 42(3), 245-259.
11. Johnson, D. W., & Johnson, R. T. (2016). Navigating Cultural Conflicts in the Indian Education System. Journal of Indian Education, 46(1), 9-23.
12. Johnson, D. W., & Johnson, R. T. (2017). Managing Conflict in Multicultural Classrooms: Strategies for Teachers. Journal of Multicultural Education, 34(2), 145-158.
13. Johnson, D. W., & Johnson, R. T. (2020). Conflict Resolution in Schools: A Contemporary Perspective. Journal of School Psychology, 34(3), 267-291.
14. Krueger, R. A., & Casey, M. A. (2014). Focus Groups: A Practical Guide for Applied Research. Sage Publications.
15. Kumar, R., & Parveen, F. (2020). Navigating Cultural Conflicts in the Indian Education System. Journal of Indian Education, 46(1), 9-23.
16. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage Publications.
17. Lopez, A. (2023). Education and Conflict in Davao City: A Local Perspective. Mindanao Educational Review, 17(2), 58-72.
18. Marx, K. (1848). The Communist Manifesto.
19. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
20. Morrison, S. (2022). Advancements in Educational Leadership: A Case Study Approach. Educational Leadership Journal, 38(2), 112-125.
21. Moustakas, C. (1994). Phenomenological Research Methods. Sage Publications.
22. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544.
23. Reyes, F. (2021). Conflict Management in Philippine Schools: Challenges and Opportunities. Philippine Journal of Education, 100(1), 56-75.
24. Saldaña, J. (2015). The Coding Manual for Qualitative Researchers. Sage Publications.
25. Santos, M. (2023). Disparities and Conflicts in Philippine Education: A Case Study. Davao Journal of Education, 15(1), 33-47.
26. Smith, J. P., & Smith, S. M. (2018). Cultural Conflict in the Classroom: Strategies for Teacher Awareness and Action. Education Today, 45(1), 22-29.
27. Van Manen, M. (2016). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. Routledge.
28. Villanueva & Moleño (2022). Administrator’s Conflict Management Styles and the School’s Climate among the Secondary Schools of Davao Occidental. Asian Journal of Education and Social Studies, 26(2), 9-27.
29. Vangelisti, A. L. (2014). Communication and emotion: Essays in honor of Dolf Zillmann. Routledge.
30. Wang, M. T., & Degol, J. L. (2016). School Climate: A Review of the Construct, Measurement, and Impact on Student Outcomes. Educational Psychology Review, 28(2), 315-352.