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Conflict Management Styles of Educational Managers in Pakistan

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Vol. 1, 2015- Page 294-304
ISSN: 1134-2277
Journal’s USL; http://www.ayeronline.com

Conflict Management Styles of Educational Managers in

Pakistan
Muhammad Tahir Khan Farooqi1, Hafiz Muhammad Ather Khan2 , Muhammad Akram3,
Asif Iqbal
1
University of Education, Lahore (Okara Campus)
2
The Islamia University of Bahawalpur
3
University of Education, Lahore (Okara Campus)
4
Govt, college University Faisalabaz

Abstract
The purpose of the study was to investigate conflict management styles of educational managers in
Pakistan. The Farooqi Organizational Conflict Inventory (FOCI) was used to collect the data. The data
were collected from male and female educational managers of universities, colleges and secondary
schools. One hundred and forty five (N=145) educational managers were the part of the study through
convenient sampling technique. SPSS 20 was used to analyze the data. The statistical technique t test,
ANOVA and Post-hoc were applied for the analysis. The results revealed that there exists no significant
difference of using conflict management styles in the educational organizations of Pakistan. It was found
from the analysis that at universities, colleges and secondary schools educational managers used
integrating and avoiding style of conflict management. The results also reflected that there also exists no
significant difference on the base of designation, gender, marital status and qualifications of educational
managers of using conflict management styles. However, there exists significant difference on the base of
administrative experiences of educational mangers of using conflict management styles. It was also found
that educational mangers who have longer experience widely used avoiding style as compared to male
educational mangers who have less experience. The researchers recommended that in future its effect can
also be observed on the teaching performance of teachers.

Key Words: Conflict, Styles, Educational Managers.

Background of the study

Conflict is the undeniable (Aula & Siira, 2007), irresistible (Burnside, 2008), and unavoidable
phenomenon of an organization which plays a significant role in organization’s success or failure
(Tjosvold, 2008). Conflict is a process in which one party perceives that its interests are being badly
hurted by another party (Rahim, 2001; Vecchio, 2000; Wall and Callister, 1995). Conflict befalls because 294
of Individuals’ disagreement and mistrust within employees and management (Rahim, 2001). It is based
on the strategies of managers how they cope with conflict during organizational functioning (Seeber,
2006). The research tells that conflict has postive as well as negative effect on workplace (Bush & Folger,
* Corresponding Author’s Address: drtahirfarooqi@ue.edu.pk, drtahirfarooqi@hotmail.com
International Journal of AYER Farooqi et al

2005), and it requires timely intervention of managers to resolve. Managing conflict is required as it is
beneficial for workers as well as organizations (Brahnam, Margavio, Hignite, Barrier, & Chin, 2005).
Timely resolved conflict reduces bad impact of conflict (Tidd & Friedman, 2002), creastes better working
environment (Graham, (2009) increases organizal effectiveness (Tjosold, 1998), and frames citizenship
behavior of workers (Friedman, Chi, & Liu, 2006). Others found that positive relationship among workers
eliminates stress and increases interaction (Brown and Robin, 1997). This discussion leads us to
understand the techniques or styles managers use to manage the conflict. Researchers believe there are
different styles of conflict management which are used by the managers. The most widely used conflict
management styles are integrating style, obliging style, dominating style, avoiding style and
compromising style (Visinki, 1995; Nelson, & Quick, 2000; & Robbins, 2001). A detailed description of
these styles has been given below so that the reader can have better understanding of these styles.

Integrating Style
It is a problem solving technique used for concluding favourable solution for both conflicting parties. The
managers use this style to deal with complex issues. Through integrating style, the manager integrates
ideas of all parties to solve the problem. This style is endorsed by Lawrence and Lorsch (1967) and who
stated that integrating style is beneficial in managing organizational activities. Pruitt and Carnevale
(1993) are the strong advocates of managing social conflicts through integrating style. In short,
integrating style is appropriate to deal with organizational objectives and policies.

Obliging Style
The conflict management style is used to reduce the discrepancies and generating common ideas to reach
an acceptable solution to the parties. According to Rahim and Magner (1995), this style is used when the
problem is utmost important for one party and the other party is ignorant of the importance of that
problem. This is also used on behalf of one party that she wants to give up on the hope of gaining some
benefits from the opponent. Obliging style is also appropriate when the weaker party wants to protect
relationships. Moreover, this style is beneficial for protecting rights and ethics of the organization at large.

Dominating Style
This style is related to a win-win situation. It is forcing behaviour of educational managers to win one's
position. It is autocratic attitude in which one party wants to achieve her objectives at the cost of needs
and expectations of the other party (Wall & Callister, 1992). This tyle is used in particular situation when
one party thinks that hostile decisions may be destructive to her survival (Rahim, 1992). This style is also
beneficial to make the hasty decisions when the subordinates are raw handed to make technical decisions.
The managers use this style to take the abrupt decisions and the decisions of equally powerful conflicting
parties (Rahim, 2002).

Avoiding Style
The managers use avoiding style to keep themselves away from the conflicting situation. The managers
adopt the policy of wait and see (Rahim, 2002). By using this style, the manager neither satisfies him/her 295
self nor the concerns of other parties. Avoiding style is practicable and beneficial to deal with trivial
issues, but might not be used to make important and abrupt decisions or when when the parties are unable
to wait for a long time.

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Compromising Style
The compromising style is used to take the midway decisions through give-and-take situation (Rahim &
Magner, 1995). Through this style, the managers take decisions on behalf of both conflicting parties. In
this style decisions are made through negotiations. This style reflects the democratic attitude of mangers
as well as the conflicting parties. It gives the temporary solutions of the problems but it is inappropriate to
deal with the complex problems. According to Burnside (2008) and Rahim (2002), most of the managers
applied compromising style to solve complex problems and formulated effective solutions to those
problems.

Statement of the problem

Conflict is unavoidable phenomenon of educational organization. Its management is the prime obligation
of educational managers. They manage organizational conflict in their respective organizations according
to their own styles. It is assumed that every manager uses different style to manage organizational
conflicts. It is significant, therefore, that conflict management styles of educational managers working in
secondary, higher secondary, and higher level must be identified in Pakistan.

Objectives
The styd invplves the following objectives:
1. To investigate the conflict management styles of educational managers working at schools, colleges,
and universities of Punjab.
2. To compare conflict management styles of male and female educational managers of Punjab.
3. To Compare conflict management styles of educational managers on the basis of their qualifications.
4. To Compare conflict management styles of educational managers on the basis of their marital status.
5. To Compare conflict management styles of educational managers on the basis of their experiences.

Hypotheses
The following were the hypotheses of the study:
Ho1. There is no significance difference in using conflict management styles of the educational managers
working at schools, colleges and universities of Punjab.
Ho2. There is no significance difference in using conflict management styles of male and female
educational managers of Punjab.
Ho3. There is no significance difference in using conflict management styles of educational managers on
the base of their qualifications.
Ho4. There is no significance difference in using conflict management styles of educational managers on
the base of their marital status.
Ho5. There is no significance difference in using conflict management styles of educational managers on
the base of their experiences.

Delimitations of the Study

The study was delimited to universities, colleges and schools of the province of the Punjab, Pakistan. 296

Research Design

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The study was descriptive in nature and survey technique was used to collect the data. The population of
the study was comprised of all secondry schools, colleges and department heads of the universities of the
province Punjab . The convenient sampling technique was used to collect the data. At the first phase of
sample selection 8 universities were conveniently selected and 5 departments were conveniently selected
from each university. The name of universities are, University of the Punjab, Lahore, University of
Sargodha, Governemnt College Univeristy Faisalabad, The Islamia University of Bahawalpur, University
of Gujrat, University of Engineering and Technology Lahore, Baha ud Din Zakariya Univeristy, Multan,
and University of Education, Lahore. Similarly, three divisions of province Punjab namely, Faisalabad
Division, Multan Division, and Sahiwal Division were conveniently slected as sample. From the selected
divisions, researchers conveniently slected 50 colleges (both male and female) and 100 secondary
schools, both male and females. The following table represented the whole picture of sampling procedure
and response rate of the respondents.
Table No. 1
Sampling picture and response rate
Sr. No. Designation of Approached Response of % of Response
Respondants Respondants Rspondants Rate
1. Directors/Chairman/Head 40 (M &F) 28 70%
of the Departments
2. Principals of colleges 50 (M & F) 33 66%
3. Secondary School Heads 100 (M & F) 84 84%
4. Total 190 (M &F) 145 76%

Data Collection
The data were collected through Farooqi Organizational Conflict Inventory (FOCI). The said instrument
was developed by the Farooqi, Arshad and Khan (2014). The said paper (inventory) has been selected for
publication in Peshawar University Techer Association Journal, University of Peshawer. Data were
collected through personal visits of the authors to the respondents. The instructions to the respondents
were given before data collection. The response rate ratio was 76% and projected in table 1.

Data Analysis
The data were analysed by using SPSS through statistical techniques t test, ANOVA and Post-hoc test.
The interpretation of the analysis is as under:

Ho1. There is no significance difference in using conflict management styles of educational managers of
Punjab.
Table No. 2
Conflict management styles of educational managers of Punjab
Conflict Management Styles N Mean SD F-value Post-hoc test
Designation of Instructional Leaders
Integrating Style
Director/Chairman 28 4.12 0.42 297
Principal 33 4.05 0.52 0.21
Headmaster/Headmistress 84 4.08 0.40
Obliging Style
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Director/Chairman 28 3.88 0.47

Principal 33 3.80 0.46 0.45
Headmaster/Headmistress 84 3.89 0.44
Compromising Style
Director/Chairman 28 3.98 0.46
Principal 33 3.92 0.45 0.33
Headmaster/Headmistress 84 3.90 0.38
Avoiding Style
Director/Chairman 28 3.62 0.61
Principal 33 3.58 0.60 2.22
Headmaster/Headmistress 84 3.78 0.48
Dominating Style
Director/Chairman 28 3.57 0.60
Principal 33 3.64 0.53 0.86
Headmaster/Headmistress 84 3.73 0.57
Overall Conflict Management Styles
Director/Chairman 28 3.88 0.36
Principal 33 3.83 0.38 0.49
Headmaster/Headmistress 84 3.90 0.32
*p<0.05, **p<0.01

According to Table 2, the null hypothesis “There is no significance difference in using conflict
management styles of educational managers of Punjab” is accepted as F=0.49, p=0.05. It is concluded,
therefore, that educational managers of Punjab used similar conflict management styles in their respective
organizations. This shows no significant difference of conflict management styles used by educational
managers of Punjab.
Ho2. There is no significance difference in using conflict management styles of male and female
educational managers in Punjab.

Table No. 3
Conflict management styles of male and female educational managers in Punjab.
Conflict Management Styles N Mean SD t-value
Gender of Instructional Leaders
Integrating Style
Male 107 4.12 0.35 2.06*
Female 38 3.95 0.59
Obliging Style
Male 107 3.85 0.41 0.79
Female 38 3.92 0.55
Compromising Style 298
Male 107 3.93 0.37 0.60
Female 38 3.89 0.50
Avoiding Style

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Male 107 3.68 0.53 1.03

Female 38 3.79 0.57
Dominating Style
Male 107 3.68 0.62 0.00
Female 38 3.68 0.40
Overall Conflict Management Styles
Male 107 3.88 0.29 0.19
Female 38 3.87 0.46
*p<0.05, **p<0.01

According to Table 3, null hypothesis “There is no significance difference in using conflict management
styles of male and female educational managers in Punjab” is accepted as F-values for each conflict
management styles are insignificant because p-value > α=0.05. It is, therefore, concluded that male and
female educational managers of Punjab do not differ on the basis of conflict management styles.
However, male and female educational managers of Punjab differ significantly about using integrating
style. Data reflect that Male educational managers (M=4.12, SD=0.35) resolve the conflicts mostly
through integrating style as compared to female educational managers (M=3.95, SD=0.59).
Ho3. There is no significance difference in using conflict management styles of married and unmarried
educational managers in Punjab.
Table No. 4
Conflict management styles of married and unmarried educational managers in Punjab.
Conflict Management Styles N Mean SD t-value
Marital Status of Educational
Managers
Integrating Style
Married 133 4.08 0.42 0.23
Unmarried 12 4.11 0.57
Obliging Style
Married 133 3.85 0.43 1.13
Unmarried 12 4.04 0.57
Compromising Style
Married 133 3.92 0.40 0.18
Unmarried 12 3.90 0.55
Avoiding Style
Married 133 3.67 0.53 3.01**
Unmarried 12 4.13 0.50
Dominating Style
Married 133 3.66 0.57 1.99
Unmarried 12 3.92 0.42
Overall Conflict Management Styles 299
Married 133 3.87 0.32 1.12
Unmarried 12 4.02 0.48
*p<0.05, **p<0.01
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It is shown from the above table that null hypothesis “There is no significance difference is using conflict
management styles of married and unmarried educational managers in Punjab” is accepted as F-values for
each conflict management styles are insignificant because p-value > α=0.05. It is, therefore, concluded
that married and unmarried educational managers of Punjab do not differ on the basis of conflict
management styles . However, married and unmarried educational managers of Pakistan differ
significantly on avoiding style. Data reveal that unmarried educational managers (M=4.13, SD=0.50)
resolve the conflicts mostly through avoiding style as compared to married educational managers
(M=3.67, SD=0.53).
Ho4. There is no significance difference in using conflict management styles of educational managers on
the basis of their qualifications.

Table No. 5
Conflict management styles of educational managers on the basis of their qualifications.
Conflict Management Styles N Mean SD F-value Post-hoc test
Qualification of Educational Managers
Integrating Style
PhD 31 4.10 0.40
MPhil 23 4.01 0.44 0.41
MA/MSc 91 4.09 0.44
Obliging Style
PhD 31 3.90 0.45
MPhil 23 3.76 0.43 0.87
MA/MSc 91 3.89 0.45
Compromising Style
PhD 31 3.93 0.44
MPhil 23 3.83 0.40 0.68
MA/MSc 91 3.94 0.40
Avoiding Style
PhD 31 3.60 0.63
MPhil 23 3.55 0.61 2.49* MA/MSc > MPhil*
MA/MSc 91 3.78 0.48
Dominating Style
PhD 31 3.60 0.59
MPhil 23 3.76 0.68 0.50
MA/MSc 91 3.68 0.53
Overall Conflict Management Styles
PhD 31 3.87 0.33
MPhil 23 3.80 0.36 0.95
MA/MSc 91 3.90 0.34
*p<0.05, **p<0.01 300

It is evident from the above table that null hypothesis “There is no significance difference is using conflict
management styles of educational managers on the basis of their qualifications” is accepted because F-

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value=0.95 is insignificant as p-value > α=0.05. It is, therefore, concluded that educational managers of
Punjab do not differentiate on the basis of conflict management styles when analysed overall. However,
post hoc test indicates significant difference in the use of avoiding style when they resolve the conflicts.
Educational managers with MA/MSc (M=3.78, SD=0.50) qualification frequently used avoiding style as
compared to the educational managers having M. Phil (M=3.55, SD=0.61) qualification.
Ho5. There is no significance difference in using conflict management styles of educational managers on
the base of their administrative experience.

Table No. 6
Conflict management styles of educational managers on the base of their administrative experience.
Conflict Management Styles N Mean SD F-value Post-hoc test
Administrative Experience (in
years) of Educational Managers
Integrating Style
1-5 67 4.05 0.43
6-10 41 4.04 0.45 1.27
More than 10 37 4.18 0.40
Obliging Style
1-5 67 3.86 0.47
6-10 41 3.80 0.48 1.38
More than 10 37 3.96 0.35
Compromising Style
1-5 67 3.88 0.42
6-10 41 3.91 0.44 1.30
More than 10 37 4.01 0.34
Avoiding Style
1-5 67 3.64 0.57
6-10 41 3.62 0.51 3.75* More than 10 > 1-5**
More than 10 37 3.91 0.47 More than 10 > 6-10**
Dominating Style
1-5 67 3.71 0.59
6-10 41 3.54 0.53 1.73
More than 10 37 3.76 0.56
Overall Conflict Management
Styles
1-5 67 3.85 0.37
6-10 41 3.82 0.31 2.95* More than 10 > 1-5**
More than 10 37 3.99 0.30 More than 10 > 6-10**
*p<0.05, **p<0.01
It is obvious from the above table that null hypothesis “There is no significance difference in using 301
conflict management styles of educational managers on the basis of their administrative experience” is
rejected because F-value=0.95 is significant as p-value < α=0.05. It is, therefore, concluded that
educational managers of Punjab differ significantly on the basis of their experiences while using conflict

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management styles as whole. Furthermore, Post-hoc test indicates significant difference in the use of
avoiding style when they resolve the conflicts. Educational managers with more than 10 years (M=3.91,
SD=0.47) experience frequently used avoiding style as compared to the educational managers having 6-
10 years (M=3.62, SD=0.51) experience. In the same way, educational managers with more than 10 years
(M=3.91, SD=0.47) experience frequently used avoiding style as compared to the educational managers
having 1-5 years (M=3.64, SD=0.57) experience.

Result and Discussion

It is inferred from the study at hand that overall no significant difference was found of using conflict
amangement styles of educational managers in (Punjab) Pakistan as the F= 0.49 is insignificant because
p-value > α=0.05. All educational managers either Directors, Principals or Headmasters use same styles
in their respective organizations. The ground realities reflect the similar situation in the educational
organizations of Punjab. Being university faculty members, the researchers are eye witnessed of the real
situation. The rational of the result is that educational managers are working almost in similar social back
ground and environment, thus they use similar styles to manage conflict.
The present study reports that male and female educational managers have similar conflict management
styles in their schools, college and universities. The F-values for each conflict management styles are
insignificant because p-value > α=0.05. It is concluded that male and female educational managers of
Punjab do not differ on the basis of conflict management styles. Anyhow, male and female educational
managers of Punjab differ significantly about using integrating style. Data reflect that male educational
managers (M=4.12, SD=0.35) resolve the conflicts mostly through integrating style as compared to
female educational managers (M=3.95, SD=0.59). The study at hand are in line with the study of Jha
(2014) in which the researcher concluded that male educational managers use more competing style as
compared to female educational managers. The results of the study reveals that married and unmarried
educational managers of Pakistan use similar conflict management styles. The F-values for each conflict
management styles are insignificant because p-value > α=0.05. However, married and unmarried
educational managers of Pakistan differ significantly on avoiding style. Data reveal that unmarried
educational managers (M=4.13, SD=0.50) resolve the conflicts mostly through avoiding style as
compared to married educational managers (M=3.67, SD=0.53). The results of the study are not
compatible with the results of Al-Hamadan (2009) in which the writer reported that single and married
educational mangers did not perefer any specific style expext obliging style of conflict management. The
marital status of educational managers had significant effect on obliging style. It is concluded from the
results of the study that on the base of qualifictions the conflict management styles of educational
managers are almost same because F-value=0.95 is insignificant as p-value > α=0.05. The results were
amazing for the researchers that managers qualifications have no effect on their conflict management
strategies. However, the Post Hoc analysis revealed that there exist significant difference in the use of
avoiding style. Educational managers with MA/MSc (M=3.78, SD=0.50) qualification frequently used
avoiding style as compared to the educational managers having M. Phil (M=3.55, SD=0.61) qualification.
The results indicate that at management position, the managers having higher acdamic qualifications are
more confident than the managers who have lower qualification. It also reflects that managers having M
302
A/ M Sc qualification do not want to indulge in conflict like situation and abstain from it. It is deduced
from the analysis of the study that there exist singnificant difference in using conflict management style
on base of educational managers administrative experience (tenure in years). The F-value=0.95 is

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significant as p-value < α=0.05. In advance, post hoc test reveals significant difference in the use of
avoiding style of conflict management. Educational managers with more than 10 years (M=3.91,
SD=0.47) experience frequently used avoiding style as compared to the educational managers having 6-
10 years (M=3.62, SD=0.51) experience and educational managers having 1-5 years (M=3.64, SD=0.57)
experience. From the results, it appears that those educational managers who have more experience use
avoiding style as compared to the educational managers who have less experience.

Conclusions
In a nutshell, from the results of the study, it has been concluded that there exists no significant difference
of using conflict management styles of educational managers in Pakistan. The designation, gender,
marital status and qulifications of educational managers have no effect on their using conflict
management styles in their educational organizations. However, the administrative experiences of
educational managers reveals significant differences of using conflict management styles. The educational
managers who have more experiences use avoiding style of conflict management as compared those
managers who have less administrative experience.

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