Schools Division Office of Cotabato Theoretical Framework METHODOLOGY AND RESEARCH DESIGN RESULTS AND DISCUSSION

Makilala West District
GUANGAN ELEMENTARY SCHOOL
ABSTRACT
This study focused on school administrators conflict
management style and school organizational climate. The total
of 131 teachers-respondents were taken as samples and were
chosen through total enumeration sampling method. The study
made use an adapted and revised questionnaire for school
administrators conflict management style and school
organizational climate based on Thomas-Killmann (2007)
concepts. The level of school administrators conflict
management style based in terms of avoiding style,
compromising style, accommodating style, collaborating style,
and competitive style. The level of school organizational climate
are in terms of open climate, closed climate, engaged climate,
and disengaged climate. The overall mean score of School
Administrators Conflict Management Style is 3.514 which is in
high level. Descriptive measures also revealed on the level of
school organizational climate. Among the six indicators, the
indicator “Disengaged Climate” got the highest mean of 3.880
described as high, while the indicator “Engaged Climate” got
the lowest mean of 3.209 described as moderate. The overall
mean score of School Organizational Climate is 3.563 which is
in high level. The correlation between School Administrators
Conflict Management Style and School Organizational Climate
which revealed the value of .000 which is lesser than the value
of 0.05 level of confidence. The r value is .705 which means
that 70% is the strength of the relation with 95% level of
confidence that the variable does have a relationship.
Keywords: School Administrators Conflict Management Style,
Organizational Climate, Pearson R, Makilala
Research Questions
The research study focused on the relationship of school
administrators’ conflict management style and the school
organizational climate in the schools of Makilala West District,
Makilala, Cotabato.
Specifically, it sought to answer the following questions:
This study is anchored on following theories: Elton
Mayo’s Human Relation Management Theory, Fayol’s
Administrative Management Theory, Taylor’s Scientific
Management Theory, and McGregor’s Theory of X and Y.
Scientific Management Theory focused on
improving the efficiency of each individual in the organization.
The major emphasis is on increasing the production through the
use of intensive technology, and the human beings are just
considered as adjuncts to machines in the performance of
routine tasks. The scientific management theory basically
encompasses the work performed on the production floor as
these tasks are quite different from the other tasks performed
within the organization. Such as, these are repetitive in nature,
and the individual workers performing their daily activities are
divided into a large number of cyclical repetition of same or
closely related activities. Also, these activities do not require the
individual worker to exercise complex-problem solving activity.
Therefore, more attention is required to be imposed on the
standardization of working methods and hence the scientific
management theory laid emphasis on this aspect (Taylor,
1930).
Theory X managers tend to take a pessimistic view
of their people, and assume that they are naturally unmotivated
and dislike work. As a result, they think that team members
need to be prompted, rewarded  or punished constantly to
make sure that they complete their tasks. Theory Y managers
have an optimistic, positive opinion of their people, and they
use a decentralized, participative management style. This
encourages a more collaborative , trust-based  relationship
between managers and their team members (McGregor, 1960).
Conceptual Framework
The researcher organized the conceptual
framework of the study aiming that this study focused on
determining the influences of school administrators’ conflict
management style to school organizational climate. The
independent variables are the school administrators conflict
management styles such as avoiding style, compromising style,
accommodating style, collaborating style, and competitive style,
while the dependent variable is the school organizational
climate such as open climate, closed climate, engaged climate,
and disengaged climate.
Independent Variable Dependent Variable
This chapter includes the research design, research This chapter contains tabular presentation of the data gathered,
respondents, research instrument, data gathering procedure, analysis and interpretation.
and statistical treatment of data use in this study. 4.1. Results
4.1.1. DESCRIPTIVE MEASURE ON THE LEVEL OF
Research Design SCHOOL ADMINISTRATORS CONFLICT MANAGEMENT
STYLE
A descriptive correlational approach was used to This research question focused on the level of
assess the level of conflict management style of administrators school administrators conflict management style in terms of
and the level of school’s organizational climate among the avoiding style, compromising style, accommodating style,
respondents and their profile. collaborating style, and competitive style.
Descriptive research is mainly done when a
researcher wants to gain a better understanding. In 2008,
Wang mentioned that descriptive research is the exploration of Indicators Mean Standard Interpretation
the existing certain phenomena. The descriptive research Deviation
Avoiding Style 3.259 .581 Moderate
method is an appropriate approach used in this study as it Compromising Style 3.821 .713 High
mainly employed survey, focus group discussion and key Accommodating Style 3.496 .706 Moderate
interview methods. Collaborating Style 3.786 .852 High
Competitive Style 3.207 .863 Moderate
The researcher opted to uses this kind of research Overall School 3.514 .560 High Level of
design considering the desire to acquire first-hand data from Administrators Conflict
the respondents so as to formulate rational and sound Conflict Management Management Style
Style
recommendations.
Research Locale
Table 4.1 shows the descriptive measures on the level of
The study was conducted at the schools comprising school administrators conflict management style. Among the six
Makilala West District. There are only fifteen (15) schools in the indicators, the indicator “Compromising Style” got the highest
district namely: Bato Elementary School, Bulakanon Central mean of 3.821 described as high, while the indicator
Elementary School, Malungon Elementary School, Villaflores “Competitive Style” got the lowest mean of 3.207 described as
Elementary School, Malabuan Elementary School, Luna Sur moderate. The overall mean score of School Administrators
Elementary School, Guangan Elementary School, Luna Norte Conflict Management Style is 3.514 which is in high level.
Elementary School, New Baguio Elementary School,
Kawayanon Elementary School, Taluntalunan Elementary
The above result indicates that among the indicators, school
School, Dagupan Elementary School, San Vicente Elementary
administrators of Makilala West District focused on the
School, Don Mariano Elementary School and Leboce
compromising style of resolving conflicts. The school
Elementary School. It composed of 131 teachers thereat, a total
administrators resolve conflicts by identifying solution that is
enumeration sampling method was used to obtain the reliability
best for both parties. The school administrators make a
of the result.
concession to both parties for which to reach settlement from
an issue and encourages everyone to give their own side and
Research Respondents
hear both parties and has a great part in administrators’
decision making.
The respondents of the study were the 131
elementary school teachers of Makilala West District, Cotabato
Division. Complete or total enumeration of teachers in each This is supported by Rahim (2011) which states that substantial
school, composed the respondents of the study. The table
empirical evidence has indicated the value of conflict in
below presents the distribution of the research respondents.
decision-making, organization innovation and team building.
Conflict itself does not bring useful functions to organizations;
Table 3.1. Distribution of Research Respondents instead the useful functions of conflicts begin with the
Schools Teachers
employee's personal awareness and acknowledgment of the
value of conflict and improving conflict management skills.
1. Bato Elementary School 7
2. Bulakanon Central Elementary 15 Table 4.1.1 Level of School Administrators Conflict
School
3. Dagupan Elementary School 6 Management Style in terms of
Avoiding Style
4. Guangan Elementary School 7

1. What is the level of school administrators’ conflict School Administrators Conflict School Organizational 5. Kawayanon Elementary School 7
6. Leboce Elementary School 5 No. Statements Mean Standard Interpretation
management style in terms of the following styles: Management Style Climate Deviation
1.1. avoiding style; 1.4. collaborating style; 7. Don Mariano Elementary 9
1 The school administrator High
School 3.792 .903
1.2. compromising style; 1.5. competitive style? 8. Luna Norte Elementary School 7 takes time in settling down
 Avoiding style  Open climate
1.3. accommodating style; 9. Luna Sur Elementary School 8 school issues and conflicts.
 Compromising style  Closed climate 2 The school administrator High
10. Malabuan Elementary School 12 3.892 .873
2. What is the level of schools’ organizational climate in terms  Accommodating style  Engaged climate maintains neutrality when
11. Malungon Elementary School 7
of:  Disengaged climate conflicts arise.
 Collaborating style 12. New Baguio Elementary School 7 3 The school administrator is Moderate
2.1. open climate; 2.3. engaged climate; 2.692 1.160
 Competitive style 13. San Vicente Elementary School 23 not paying attention
2.2. closed climate; 2.4 disengaged climate? regarding school conflicts.
14. Taluntalunan Elementary 6
School 4 The school administrator is 2.661 1.216 Moderate
not taking immediate action
3. Is there a significant relationship between school 15. Villa Flores Elementary School 5
in resolving conflicts.
administrators’ conflict management style and school
organizational climate? Total 131