Holy Trinity College of General Santos City

Daproza Avenue, General Santos City

GRADUATE SCHOOL

EDAD: 304
Public Relations in the school and in the Community

TOPIC: CRISES, HOME-SCHOOL RELATIONS and SPECIAL

INTEREST GROUP

Professor: Doctor Delsa Reynes Angeles

Presenter: Jovie B. Donaire
Crisis:
- A major, unpredictable event that has
potentially negative results and may
significantly damage the organization
[Barton, 1993].

- it is a time of intense difficulty.

Home-school partnerships involve
collaborative working relationships
between families and schools. Involve
teachers finding opportunities for students
and/or families to share knowledge and
skills gained through home and family
experiences.
A special interest group (SIG) - is a community
within a larger organization with a shared
interest in advancing a specific area of
knowledge, learning or technology where
members cooperate to affect or to produce
solutions within their particular field, and may
communicate, meet, and organize
conferences.
•  Typically, the community relations
opportunities for administrators include
dealing with crises, communication with
students' families, and responding to special
interest groups. (Jay, 1989).

• In Chinese symbol for crisis, it is a

combination of the words danger and
opportunity.
There are many potential causes of conflict in the
school. Mullius (2010) enumerated the causes of
conflict as follows:
• Limited resources
Most school resources are limited and as a result,
teachers and principals struggle to have their own
share. The greater the limitation of resources than
usual, the greater the potential for conflict.

• Poor communication
Poor communication is highly rated as one of the main
causes of conflict in schools (Iwuagwu, 2011).
• Task inter-dependence
Where the task of a teacher is dependent upon the work
of another teacher, there is potential for conflict.
• Overlapping authority
When two or more teachers or departments claim
authority for the same activities or tasks, conflict is likely to
occur.
• Role conflict
Problems of role incompatibility and role ambiguity arise
from inadequate or inappropriate role definition in the
school system and can be a significant cause of conflict.
• Inequitable treatment
A teacher’s perception of unjust
treatment in the operating of
personnel policies and practices or in
reward and punishment systems can
lead to tension and conflict.
TYPES OF CONFLICT IN SCHOOL:

Inter-personal conflict -according to George

and Jones (2006), inter-personal conflict is
conflict between individual members of an
organization occurring because of differences in
their goals and values. In the school system,
inter-personal conflict occurs between teacher
versus teacher and students versus students.
• Intra-group conflict - is conflict that arises within
a group, team or department (Griffin and
Moorhead, 2007).

MANAGEMENT OF CONFLICT

According to Dunham (2005), to set the stage for effective

negotiation, the groundwork must be laid. There must be
initiation; the school head raises the possibility of
negotiation and begins the process.
RECOMMENDATIONS :

• There should be good, effective communication

network vertically and horizontally in the school
system.
• The school head act as conflict mediator.

• The staff meeting is one of the most valuable

institutions for ensuring the better running of the
school.
• The school head should engage the school in
organizing suitable social activities and
extracurricular programs and parents and
members of the community should be invited.

• The school could also help the community in the

organization of cultural activities, adult education
programs, etc. This can help to address any
existing differences which can lead to conflict.
• A school must have trust, credibility, open lines of
communication, and an effective plan.

• Central to the plan is an administrator who is

attuned to potential hot spots and adverse
conditions.

• The effective administrator anticipates, and

hopefully prevents crises, or knows how to guide
his or her school and community through difficult
times.
The Administrator who guides his or her
school in staying in close contact with the
home, results in higher student
achievement, improved student discipline,
increased student attendance, better
student attitudes toward learning, and
increased parent and community support
for schools (Hester, 1989).
 Kudlacek (1989) acknowledges that
there is no "sure-fire formula . . . for
working with special interest groups" but
she does recognize that they exist and that
the effective administrator recognizes this.

According to Oprah Winfrey “Great

communication begins with connection.”
References:
Dunham, J. (2005). Developing Effective School Management. London: Routledge.
George, J. M., and Jones, G. R. (2006). Contemporary Management. 4th ed. McGraw-
Hill, Irwin.
Griffin, R. W., and Moorhead, G. (2007). Organisational Behaviour: Managing People
and Organisation. 8th ed. Houghton Mifflin Company, Boston, New York.
Iwuagwu, B. O. (2011). Managing School Related Conflict. An Unpublished Ph.D.
Seminar work submitted to the department of Educational Foundations and
Management, Faculty of Education, Ambrose Alli University, Ekpoma, Edo State,
Nigeria. Jones, T. (2000). Conflict Resolution Education: Goals, Models, Benefits and
Implementation. Temple University.
Mullius, L. J. (2010). Management Organisational Behaviour. 9th ed. Pearson
Education Limited, England.
Okotoni, C. A. (2002). Management of Conflicts in Secondary Schools in Osun State.
M.A. thesis, Obafemi Awolowo University, Ile-Ife.
THANK YOU
AND
GOOD HOLY !