The Normal Lights

Volume 10, No. 2 (2016)

A Conflict Management
Program for Teachers
Arlon P. Cadiz1* Danilo H. Villena
Eulogio Amang Rodriguez Institute of Adelina H. Velaso
Science and Technology Philippine Normal University
[email protected]

Abstract Conflict is natural in an organization such

as the academe. Indeed, teachers also experience conflicts
in school. This study is premised on the belief that conflict
adversely affects teachers’ productivity, efficiency, and
effectiveness. An effective management of conflict may,
thus, result in enhanced teachers’ productivity. Involved
in this study were 352 randomly selected secondary
public school teachers from 12 schools, two schools from
each of the six districts in the Division of Quezon City,
Philippines. The locally-structured survey questionnaires,
items or indicators of which were developed based on the
pre-surveys, were validated by five experts from different
institutions with specialization in educational management
and supervision. The obtained coefficients of .9769 and
.8432 showed that the two survey instruments were good
and reliable based on standards. The findings revealed that
the area of learners’ achievement was the most perceived
conflict among teachers, followed by lesson planning
and instruction which tied with assessment of students’
learning, classroom management, school, home, and
community relations, and lastly professional and personal
characteristics. The teachers handled conflicts between
and among them by directly confronting, negotiating, and
suggesting something for agreement with the concerned
teacher. On the Performance Appraisal System for Teachers
(PAST), the teachers performed Very Satisfactorily in all
areas. Furthermore, there was no significant relationship
between perceived conflicts between teachers and their

Suggested Citation: Arlon, A. P., Villena, D. H. & Velaso, A. H. (2016). A Conflict Management Program for
Teachers. The Normal Lights, 10(2), 127 – 156.
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Volume 10, No. 2 (2016)

level of productivity. The findings led to the development of

the proposed Conflict Management Program for Teachers.

Keywords: Conflict management program, conflict

situations, handling conflicts, teachers’ productivity

Introduction
Conflict between and among teachers occurs any time in
the academe. Teachers differ in ideas, and they see things
in different ways. Some may have difficulty in dealing with
others which leads to interpersonal conflict. Interpersonal
conflicts are serious concerns in that they attack the person’s
emotions (Mendoza, 2001). It arises due to many factors such
as incompatible goals, ideas, values, behaviors, differences
in ways of working, or interpersonal dissonance or emotions.

Considerable researches have been conducted

about conflicts among teachers in some foreign institutions.
One of them is that of Okotoni and Okotoni (2003) which
identified types of conflicts in the schools in Osun State
Nigeria, specifically on inter-personal conflicts. Findings
revealed that the causes of conflicts in schools in the state
include negligence of duty, personality clashes, inferiority/
superiority complex, favouritism, and role conflicts. School
administrators not knowledgeable in conflict management,
coupled with the absence of laid down procedures for conflict
management in most schools, contributed to the high rate of
conflicts and industrial actions in the schools. Since inter-
personal conflicts ranked the highest among the several types
of conflicts that were identified in schools selected for the
study, it was recommended that efforts should be made to
address it.

Every individual inside the school environment is

very much liable for the outcomes of his/her performance.
Conflict seriously affects the performance of employees

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(Anwar, 2012). This is true because productivity of

individuals depends on their job performance. Poor conflict
management reduces productivity on work performance
while positive performance is achieved if conflict is
constructively managed (Lazarus, 2014). Additionally,
in his studies at Nigerian State Civil Service, conflict
in whatever level should not be ignored but should be
effectively managed for better employee productivity in the
workplace. Thus, conflict, if not managed well by school
administrators, will result in stress among teachers and
probably affect their performance.

The quality of teachers is an essential indicator in

the measurement of productivity in the school system. If
the productivity of teachers is not good, the major clientele’s
(the students) performance is affected. Teachers must work
as a team towards the learning achievement of students. To
enhance the professional competence of the teachers, they
can be exposed to conflict management through seminars,
workshops, conferences, and symposium from time to
time as suggested by Adomi and Anie (2005). Also, Stinski
(1994) recommended that there should be a program which
includes a formal process for resolving conflicts between
teachers through trained specialists and resources which
include workshops. These training programs for teachers
are ways of preparing them for conflict management in the
school. A conflict management program could enhance their
productivity. Based on the study of Lazarus (2014), workers
at all levels should be trained and given the right behavioural
orientation to reduce the occurrence of conflict at workplace
and to improve productivity and professional competence
of teachers. He also added, similar to what Okotoni and
Okotoni (2003) suggested, that there is a need for training
and retraining of managers on how to effectively manage
conflict to enhance the employees’ productivity.

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In the Philippines, researchers confirmed the presence

of conflicts in educational institutions. Interpersonal conflicts
appeared to be more prevalent (Mendoza, 2001). This happens
due to failures in communication and differences in opinion
(Visco, 2000). Thus, the Department of Education should
consider the aspects of imposing or even implementing
programs on conflict management for various fields and
areas of specialization. A well-planned training program
is needed to enhance conflict management (Flora, 2002).
Management of conflict is an essential tool to solve problems
of conflict so that its negative impacts will be overcome. The
school managers or school administrators are the ones who
are directly involved in this cause. They should take the lead
in finding suitable approaches in dealing with and managing
conflict between and among teachers. A continuing program
for conflict management among teachers is indeed necessary.

This study is in line with the university research

agenda of the Philippine Normal University (PNU) and is
anchored on multidisciplinary/pure research which focuses
on one problem or issue involving several disciplines in
teacher education. The results of this study served as the
basis for the development of a program including training
and workshops for teachers in dealing with conflicts among
them. As the National Center for Teacher Education, PNU
should pioneer and help other educational institutions in
planning, designing, and implementing programs on dealing
with conflicts among teachers.

Conflict Management

Interpersonal conflicts or conflicts experienced by

teachers must be handled well by school administrators and
even the teachers themselves. The school administrators
should be knowledgeable on the different strategies on how
to deal with and manage conflicts.

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Conflict management can be considered as the

process of removing barriers to something for agreement.
According to Rahim (2002), conflict management is a process
of limiting the negative aspects of conflict while increasing
its positive aspects. The aim of conflict management is to
enhance learning and group outcomes, including effectiveness
or performance in an organizational setting (Rahim, 2002).
Conflict management aims to: prevent the eruption of
destructive conflict; facilitate a move from violent to spoken
conflict; and enable a transformation from conflict to lasting
peace by addressing root causes and effects of conflict
(“Conflict Management” n.d.). Tschannen-Moran (2001)sees
conflict management as “a philosophy and a set of skills that
assist individuals and groups in better understanding and
dealing with conflict as it arises in all aspects of their lives.”

Orpelatada (2002) defined conflict management as

the skills of negotiating and resolving disagreement. It is how
to handle difficult people and tense situations with diplomacy
and tact.

Peterson (2009) argued that knowing how to resolve

conflict wherever it happens creates confidence and eases
stress. Managing conflict between teachers can improve
morale and business as well. Peterson (2009) suggested some
techniques which could be useful for teachers in managing
the classroom and save relationships with co-teachers as
well. They are the following: Be prepared; Do not wait; Find
a private, neutral place; Be aware of body language; Share
your feelings; Identify the problem; Listen actively and with
compassion; Find a solution together; Agree a plan of action;
and Express confidence.

According to Anwar (2012), individuals can get more

advantage if they know how to handle conflict in a proper
way. It will improve interaction qualities, organizational
performance, and group activities in organizations. Kehinde

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(2011) argued that the management is duty-bound to resolve

conflicts properly for the sake of increasing organizational
performance because the result of such action will result to
good communication, time management, good cooperation
and increased organizational performance.

Hall (1969) designed a survey for Conflict-

Management Style to help individuals become more aware
of their characteristic approach or style in managing conflict.
In completing this survey, typical behavior or attitudes
in conflict situations of individuals could be measured or
determined. Thomas & Kilmann (1974) provided a Conflict
Mode Instrument to assess individuals’ behavior in conflict
situations—situations in which the concerns of two people
appear to be incompatible. The five Conflict-Handling Modes
are competing, collaborating, compromising, avoiding, and
accommodating. In conflict situations, a person’s behavior
is along two basic dimensions: 1) is assertiveness which
describes the extent to which the individual attempts to
satisfy his or her own concerns; and 2) is cooperativeness
which describes the extent to which the individual attempts
to satisfy the other person’s concerns.

Conflict management is necessary to reduce

conflicts for better relationship among teachers and to
increase their performance.
Productivity/Performance of Teachers

This study is anchored on the idea that conflict

management has a significant effect on the productivity
of teachers. An effective management of conflict among
teachers is necessary since they are directly involved in
promoting the welfare of the students. Naturally, teachers
relate with their fellow teachers, and interpersonal relation
is one of the resources for improved productivity. According
to Visno (2000), the productivity of an individual depends

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on his/her job performance. He added that when conflict

is intelligently managed to the advantage of the school, it
heightens faculty productivity.

Conflict management must be participatory, involving

all stakeholders in the academe. This means that the school
administrators and school heads should not be the only ones
involved in it; teachers must also play an important role in
it. Involvement of teachers in the management of conflict in
their school is likely to enhance their productivity (Ajayi &
Afolabi, 2012).

Kehinde (2011) showed that the conflict management

strategies in place at the organizations have been relatively
useful in minimizing the incidence of disruptive conflicts
while conflict management strategies have positive impacts
on productivity. Peterson (2009) confirms what Obasan found
out, that managing conflict between and among teachers can
improve not just their productivity inside the organization but
their morale as well.

Conflict cannot be abolished, but its impact can be

reduced or lessened so that the effects would be minimal. This
could be possible through a conflict management program
which is the very goal of this study.

This study made used of the revised Performance

Appraisal System for Teachers (PAST) which is the standard
tool to assess the productivity of teachers in the public school
system. This was mandated by Department of Education
through DepEd Order No.27, s. 2002. The said standardized
tool to assess the performance of teachers includes six major
areas which are: Lesson Planning and Instruction; Classroom
Management; Assessment of Students’ Learning; Learners’
Achievement; School, Home, and Community Relations; and
Professional and Personal Characteristics.

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Purpose of the Research

This study aimed to determine the perceived conflicts
between and among teachers inside the school setting, their
styles of handling conflicts, and their level of productivity.
This study also aimed to propose a Conflict Management
Program as a way of reducing conflicts between teachers and
enhancing teachers’ level of productivity.

Specifically, this study sought answers to the

following questions:
1. How do the teacher-respondents perceive their
conflicts in school in terms of the six areas
based on the Performance Appraisal System
for Teachers (PAST), namely Lesson Planning
and Instruction; Classroom Management;
Assessment of Students’ Learning; Learners’
Achievement; School, Home, and Community
Relations; and Professional and Personal
Characteristics?
2. How do the teachers manage their conflicts
between and among themselves with respect to
the given areas?
3. What is the level of productivity of teachers as
recorded in the Performance Appraisal System
for Teachers (PAST) for school year 2014 - 2015
in terms of the six (6) areas given?
4. Is there a significant relationship between
perceived conflicts between teachers and
teachers’ level of productivity?
5. What Conflict Management Program can be
developed to reduce or lessen conflicts between
teachers to improve their level of productivity?

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Framework of the Study

The conceptual framework of this study as illustrated
in Figure 1 is anchored on key concepts from several
discussions on conflicts and productivity.

Perceived Conflicts between and among

Teachers inside the school setting

*Conflict Management Style of Teachers

Areas

a. Lesson Planning & Instruction

b. Classroom Management
c. Assessment of Students’ Learning CONFLICT
d. Learners’ Achievement MANAGEMENT
e. School, Home, and Community PROGRAM
Relations
f. Professional & Personal
Characteristics

Teachers’ Level of Productivity

as measured by PAST

Figure 1. Conceptual Paradigm of the Study

As shown in the conceptual paradigm, two variables

were involved: the perceived conflicts between and among
teachers; and teachers’ level of productivity as measured
in the PAST (Performance Appraisal System for Teachers).
Another variable was also considered anchored on the
perceived conflicts between and among teachers. These
are the conflict management style or approach of teachers
(Thomas & Killman, 1974). The dimensions are common
in the six areas, namely Lesson Planning and Instruction;
Management; Assessment of Students’ Learning; Learners’
Achievement; School, Home, and Community Relations;
and Professional and Personal Characteristics. This study

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argued that conflicts prevail or arise in each of the areas that

affect teachers’ level of productivity. The indicators of the
performance of teachers in each area are associated with the
indicators of conflicts on the same area of concern but not
with the extent of conflict management styles of teachers.

The perceived conflicts were correlated to the

teachers’ level of productivity. The results of the analysis
served as the baseline data in developing the proposed
conflict management program.

Methodology
Research Design

This study used the descriptive-correlational research

method. The descriptive method was utilized to determine
the conflicts between teachers inside the school environment
as perceived by the teachers, describe how teachers handle or
manage conflicts between and among them, and identify the
level of productivity of teachers. The correlational method
was then utilized to determine the significant relationship
between perceived conflicts between teachers and their level
of productivity (O–Outstanding; VS–Very Satisfactory; S–
Satisfactory; P–Poor; NI–Needs Improvement) in the six
areas given.
Participants of the Study

The respondents were teachers of the selected

secondary schools in all the districts of the Division of
Quezon City. The participating schools were chosen by the
30% allowed sample using the simple random sampling
technique. Likewise, the teachers were selected using
the same sampling technique. There were 352 teachers
involved as actual respondents, representing 12 schools of
the Division.

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Research Instrument

The survey questionnaires were self-developed.

The questionnaires were about: teachers’ perception on
conflicts between teachers inside the school environment
with respect to the six areas; and how teachers handle their
conflicts between and among them with respect also to the
six areas given. The Performance Appraisal System for
Teachers (PAST) was used to identify the teachers’ level
of productivity. The self-developed questionnaires were
validated by five educational management and supervision
experts from different institutions.

Data Collection

The researchers secured the approval of the Schools

Division Superintendent of Quezon City to conduct the
survey to the teacher-respondents and gather data on their
level of productivity based on the records of their PAST
for S.Y. 2014 - 2015. The questionnaires were personally
administered by the researchers to the respondents.
Some of the respondents were not available during the
administration; thus, the researchers considered other
teachers as respondents. The questionnaires were retrieved
after two to three weeks through personal retrieval and by
school through the department heads or administrative clerk.
Data Analysis

The gathered data were tabulated. The degree of

agreement/disagreement to every item in terms of perceived
conflicts between teachers was counted. The mean was
computed to determine the most perceived conflicts between
teachers as perceived by the teachers based on the six areas
and to determine the teachers’ level of productivity based on
the PAST data with respect also to the six areas. For Part II
of the questionnaire, the gathered data were processed using
frequencies to find out the actions of teachers in handling

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conflicts between and among them on the given six areas.

Finally, Pearson r and the critical values of the correlation
coefficient or p-value were computed to determine if there
was a significant relationship between perceived conflicts
between teachers as perceived by the teachers and level of
productivity of the teachers.

Results and Discussion

Perception of Teacher-Respondents on
Conflicts in School for the Six Areas

From the data presented in Table 1, it can be surmised

that the teachers experienced conflicts in the first five areas
and among these areas, teachers experienced more conflicts
in the area of learners’ achievement (ranked 1st).

Table 1. Means and Ranks of Perception of Teachers on

Conflicts between and among Them
Areas Perceived Conflicts* (Contexts where Mean** Interpretation Rank
conflicts may have emerged)
1. Differences in terms of insights or
opinions whether the students should be
Learners’ passed or failed
Achievement
(LA) 2. Different views on the way of giving
2.27 Agree 1
grades based on the present curriculum

3. Negative feedbacks to teachers due to

inability to secure the confidentiality of
students’ grades
Lesson 1. Reprimand teachers because of delay in
Planning and returning borrowed reference materials
Instruction
(LPI) 2. Comparing number of teaching loads 2.24 Agree 2.5

3. Comparing the quality of prepared lesson

plans
1. Comparing good assessment tools for
students
Assessment
of Students’ 2. Comparing format of creating summative
2.24 Agree 2.5
Learning tests in K-12 design
(ASL)
3. Differences in set standards in giving
assessments

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1. Reprimand other teachers because of not

erased writings on the board
Classroom
2.18 Agree 4
Management 2. Seniority of other teachers/age gap in
(CM) critiquing other teachers in terms of
classroom management
1. Differences in views or opinions on the
right solution for a problem of parents’
inactive participation

School, 2. Negative feedbacks to teachers who

Home, and failed to communicate properly with 2.16 Agree 5
Community parents
Relations
(SHCR) 3. Disagreements due to engagement in an
assigned activity not suited to interests
and needs
1. Negative feedbacks to teachers by
questioning their worth in attending
seminars and leaderships in activities
implemented
Professional 1.93 Disagree 6
and Personal 2. Talking on teachers’ life during free time
Characteristics
(PPC) 3. Vying for promotions in terms of
seniority and long years of service

* Ranking of Perceived Conflicts

** Mean of the Areas

Among the perceived conflicts (contexts where

conflicts may have emerged) indicated in learners’
achievement, the teacher-respondents had struggles when it
comes to grades of students. Specifically, these were about
differing opinions on passing or failing students, giving
grades, and securing confidentiality of students’ grades.
Teachers showed negative feedbacks to others.

Both lesson planning and instruction and assessment

of students’ learning ranked 2nd. Perceived conflicts on
borrowing of instructional materials, comparing of teaching
loads and lesson plans, and comparing of assessment tools
such as summative tests prevailed in these areas as perceived
by the teacher-respondents. Said conflicts happened because
the teachers had different perspectives when it comes to these
areas. The study of Pornasdoro (1991) revealed work load
as one of the variables which cause conflict situations and
hamper productivity.

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The seniority or age gap of teachers dominated the

conflict situations in the area of classroom management. The
teacher-respondents agreed they reprimand other teachers for
not erasing writings on the board. This area ranked 4th.

The area of school, home, and community relations

ranked 5th. Among the contexts, differences in opinions
and failure of communication with the parents dominated
this area. This is consistent with the study of Bustos (1990)
which found that lack or delay in communication can lead
to serious conflict. Conflicts among workers are almost
invariably traceable to failure of communication. Another
indicator of perceived conflict was disagreements in the
assigned activities to teachers that don’t suit teachers’
interests and needs. This is consistent with the studies of
Rahim (2002) and Hotepo (2010) which revealed that
conflict occurs when a person is required to engage in an
activity that is incongruent with his or her needs or interests,
and lack of cooperation or participation of some co-workers.
It results in withdrawal of individuals and unwillingness on
their part to participate in other group or assist in various
group actions programs in an organization.

On professional and personal characteristics, the

teacher-respondents generally disagreed to the prevalence of
conflicts in this area. However, among the given indicators
of conflict situations, disagreements in terms of qualifications
in leadership skills, attending seminars, and competition in
promotion dominated this area as well as talking on teachers’
life during free time. The latter is true with the study of Asoy
(1996), that talking often about other person’s life during
spare time is one of the commonly encountered conflicts
between teachers.

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Teachers’ Management of Conflicts between and

among Themselves

Table 2 presents the top five ways on how the

teachers handled conflicts between them pertaining to the six
given areas. Confrontation and negotiation were two of the
teachers’ ways in handling conflicts. These indicators fall on
Collaborating as a conflict management style employed by
teachers. The indicators were usually responded repeatedly
in the first four to five areas.

Table 2. Means, Frequencies, Average, and Ranks of

Summary of How Teachers Handle Conflicts
between Them
Conflict Indicators Areas* Frequency** Average Rank
Management
Style
Confront the teacher LPI, CM,
concerned directly about the ASL, LA, 1940 323.33 1
conflict SHCR, PPC
Collaborating
Negotiate with the teacher LPI, CM,
concerned and suggest ASL, LA, 1922 320.33 2
something for agreement SHCR
Show a pleasing personality SHCR
Accommodating 1849 308.17 3
to talk about the conflict
Show dominance over the
Competing other towards the resolution 1717 286.17 4
of conflict PPC
Go first and talk to the
Collaborating teacher concerned about the 1716 286.00 5
conflict with humility ASL, PPC

* Areas in which the indicators are common

** Multiple Responses in Six Areas

The indicator “Confront the teacher concerned

directly about the conflict” ranked 1st. Ranked 2nd is the
indicator “Negotiate with the teacher concerned and suggest
something for agreement.” These indicators are common in
the areas of LPI, CM, ASL, LA, and SHCR. These results
are consistent with that of the study of Franco (1986) about
a mature and intelligent type of Filipino confronting other
persons in which ideas are openly discussed instead of silent

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suspicions and backbiting. The actions of confrontation

and negotiation were also found out in the study of Lazarus
(2014), that there is significant positive contribution of
collective bargaining and negotiation as ways in handling
conflicts to have significant contribution to employee’s
productivity. This is consistent with the study of Peterson
(2009) about techniques useful for teachers in managing
classroom and saving relationships with co-teachers such as
finding solutions together and agreeing on a plan for action.

Accommodating, showing a pleasing personality to

talk about the conflict, ranked 3rd. It was shown in the area
of SHCR. Naturally, the first three ways which teachers
practiced in handling conflicts were also common in this
area. Being nice and humble in dealing with other teachers
in terms of conflicts implies good interpersonal relationships
between and among them.

Other teacher-respondents practiced initiative in

doing the first move to talk about the conflict, but showing
dominance is necessary for the teachers who did the first move
to resolve the conflict because these teachers believed they
can manage the conflict better than other teachers involved
in the given conflict situations. This finding is similar to
those of Billikopt (2014) and Orpelatada (2002) on effective
dialogue, negotiation, resolving disagreement, and handling
difficult people and tense situations with diplomacy and tact.
This was also revealed in the study of Peterson (2009) on
handling conflicts with co-teachers to save the relationships
and resolve the conflicts right away.

Productivity Level of Teachers as recorded in their PAST

On the area of Professional and Personal

Characteristics, the teacher-respondents were ‘Outstanding’
(Table 3). It indicates that the teachers performed better in
this area.

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Table 3. Level of Productivity of Teachers in Six Areas

Verbal
Area Mean
Interpretation
Lesson Planning and Instruction 8.17 Very Satisfactory
Classroom Management 7.95 Very Satisfactory
Assessment of Students’ Learning 8.23 Very Satisfactory
Learners’ Achievement 8.45 Very Satisfactory
School, Home, and Community
8.17 Very Satisfactory
Relations
Professional and Personal
9.12 Outstanding
Characteristics
Overall Mean 8.44 Very Satisfactory

Table 3 also presents that the teachers performed very

satisfactorily in the areas of Lesson Planning and Instruction;
Classroom Management; Assessment of Students’ Learning,
Learners’ Achievement; and School, Home, and Community
Relations with means of 8.17, 7.95, 8.23, 8.45, and 8.17,
respectively. The level of productivity of teachers in all the
six areas was in the very satisfactory level, with an over-all
mean of 8.44. Expectedly, the teacher-respondents showed
better performance in all areas, almost closed to the highest
level of productivity.

Regardless of how the teacher-respondents were

drawn, it shows that they were much particular or they gave
much importance about their performance, as shown in the
records of their PAST.

Relationship between the Perceived Conflicts between

Teachers and their Productivity Level

Table 4 shows that there was no significant

relationship between the perceived conflicts between teachers
and their level of productivity. However, the computed r
for learners’ achievement and professional and personal
characteristics showed moderate correlation. The findings
negate the argument of Mendoza (2001) and the finding of

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Visco (2000). The former stated that conflicts in a school

setting can have a way of seriously undermining the people’s
morale and effectiveness and that they can be the cause of
reducing productivity while the latter revealed in his study
that there was a significant relationship between interpersonal
relations and faculty productivity taken singly and as a whole.
Perhaps, different people with different working conditions
and varied circumstances are some of the factors contributing
to the differences in the findings.

Table 4. Computed r, Verbal Interpretation, r2, p-value, and

Decision on Correlation between the Perceived
Conflicts between Teachers and Level of their
Productivity in the Six Areas
Pairs of Variables
(Perceived Conflicts r2 p-value Interpretation
between Teachers Computed Verbal (critical
and Level of r Interpretation value at
Productivity in 0.05)
terms of)
0.0081
slight
Lesson Planning and correlation, no significant
- 0.09 or 0.576
Instruction almost negligible relationship
relationship
0.81 %

slight 0.0625
correlation,
Classroom no significant
+ 0.25 definite or 0.576
Management relationship
but small
relationship 6.25 %
0.0025
slight
Assessment of correlation, no significant
+ 0.05 or 0.576
Students; Learning almost negligible relationship
relationship
0.25 %
0.2116
moderate
correlation, no significant
Learners’ Achievement + 0.46 or 0.576
substantial relationship
relationship
21.16 %

slight 0.0784
correlation,
School, Home, and no significant
- 0.28 definite or 0.576
Community Relations relationship
but small
relationship 7.84 %
0.2209
moderate
Professional and correlation, no significant
- 0.47 or 0.576
Personal Characteristics substantial relationship
relationship
22.09 %

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There was a moderate correlation or substantial

relationship between the perceived conflicts between teachers
and their level of productivity in the areas of learners’
achievement, and professional and personal characteristics
with a computed r of .46 and -.47, respectively, and computed
r2 of .2116 or 21.16% and .2209 or 22.09%.There was
slight correlation or almost negligible relationship between
the perceived conflicts between teachers and their level of
productivity in the areas of lesson planning and instruction,
and assessment of students’ learning, with a computed r
of -.09 and .05, respectively, evident in the computed r2 of
0.0081 or .81% and .0025 or .25%, respectively. There was
a slight correlation or definite but small relationship between
the perceived conflicts between teachers and their level of
productivity in the areas of classroom management, and
school, home, and community relations, with a computed r of
.25 and -.28, respectively, and computed r2 of .0625 or 6.25%
and .0784 or 7.84%.

The results of this study showed that conflicts

between and among teachers emerged in the area of learners’
achievement. When it comes to the style of teachers in
handling conflicts between them, the conflicts in the area of
learners’ achievement was handled through the collaborating
style. Furthermore, in this area, a moderate correlation
between the perceived conflicts and teachers’ level of
productivity was detected. These findings were the basis
for the proposed conflict management program for teachers
which aims to enhance the performance of teachers especially
in the achievement of students’ learning.

Conflict Management Program for Teachers

The researchers proposed the Conflict Management

Program for Teachers. It is necessary as proposed by previous
studies such as those of: Stinski and Gallus (1994), that
there should be a program which includes formal process

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for resolving conflicts between teachers through trained

specialists and resources which includes workshops; Flora
(2002) on well-planned training program to enhance conflict
management styles; Adomi et al. (2005) on training for
teachers as a way of preparing them for conflict management
through seminars, workshops, conferences, and symposium
from time to time. Also, the proposed conflict management
program is necessary to enhance productivity of teachers as
espoused by Lazarus (2014), that workers at all level should
be trained to reduce the occurrence of conflict at workplace
and to improve productivity and professional competence
of teachers.

The activities in the form of seminars, training, and

even workshops are anchored on the results and findings of
this current study. Some activities for teachers are: seminar-
workshop on conflict resolution and analysis with emphasis
on conflict management; seminar-workshop on alternative
dispute resolution (ADR) with emphasis on the various forms
of mediation or negotiation process; training with respect to
proper communication skills (verbal or non-verbal), right
behaviour, and attitude in handling conflicts between and
among them.

The features of this proposed program are based on

the idea that conflicts can be handled well, and its effects
would be reduced if all of the people concerned in the
program are very much participative. The whole program
has important parts or key elements such as the objectives,
processes, strategies, duties and responsibilities, and
evaluation. There are hands-on and formal lectures to be
given to teachers wherein they will be exposed to several
activities related to the areas covered in this study. This
program also involves a step-by-step process for smooth
implementation up to monitoring and evaluation. In other
words, one of its good features is its organized structure and
systematic framework of responsibilities and acquisition of

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 CONFLICT MANAGEMENT PROGRAM FOR TEACHERS (CMPT)
Resources Requirement Key Results/
Research Success
CMPT Contents Activity Objectives Clientele Logistics/ Time Frame Expected
Findings Implementers Indicators
Materials Outcomes

Most Perceived The area of Seminars, To equip teachers June-July of Grading Sheets Teachers can
Conflicts relating Learners’ trainings and with the ideas and the School Year able to follow
to Learners’ Achievement workshops knowledge about DepEd Memos 2016-2017 before E-Class records the necessary
Achievement (LA) shown regarding the latest grading Teachers School’s Division the giving of the guidelines
(LA) in the most present DepEd system Superintendant Toolkits 1st Grading Period Report Cards
perceived Memorandum (Computation of
conflicts between regarding grading Honoraria Grades)
teachers followed system or criteria for experts/
by Assessment in giving grades professionals
of Students’ to students School’s Division
Learning and Coordinators
Seminars, To equip teachers Standard tests in June-July of Constructed Teachers can
Lesson Planning
trainings, and with the skills in K12 design the School Year Periodical Tests construct test
and Instruction
Workshops test construction 2016-2017 before items anchored
regarding test KPU design (K12 Honoraria the giving of the on KPU
construction Program) for experts/ 1st Periodical
Principals
based on K12 professionals Tests
program
Regular To ensure that Department Observation Whole year Observation The teachers
Monitoring of teachers maintain Heads Sheet round (1st and Sheet Results are VS or even
nd
Teachers when proper delivery 2 semester) as O in terms of
it comes to of instruction as per scheduled Post Deliberation performance
the delivery of reflected in their of school year Agreements
instruction daily lesson plan Hired 2016-2017
Professionals and
Review or To address lack Teachers’ Loads June-July of School Programs Additional
Experts
check teachers of teachers in the in School the School Year have been Teachers needed
who have concern subject Program 2016-2017 after reviewed and for subject areas
extra teaching area the submission of checked
loads or double School Programs
preparations of the schools

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 Teachers handle Confront the Seminars, To enhance Teachers Toolkits August- Interview and Teachers can

148
conflicts between teacher concerned trainings and teachers’ skills September Assessment apply the skills
them directly about the workshops in dealing with School’s Division Honoraria 2016-2017 as per results learned in dealing
conflict; regarding other teachers Superintendant for experts/ scheduled with other
Attitudes and towards attitudes, professionals teachers in terms
Behaviors; behaviors, of confrontation
Personality and personality and
Values values
School’s Division
The Normal Lights

Negotiate with Seminars, To equip Toolkits October- Interview and Teachers can
Volume 10, No. 2 (2016)

Coordinators
the teacher trainings, and teachers with November Assessment apply the skills
concerned workshops the fundamental Honoraria 2016-2017 as per results learned in dealing
and suggest regarding skills in dealing for experts/ scheduled with other
something for Negotiation with other professionals teachers in terms
agreement; process teachers in terms of negotiation
Principals
of negotiation
process
Show a pleasing Seminars, To develop Department Toolkits December- Interview and Teachers can
personality to talk trainings, and communicating Heads January Assessment apply the skills
about the conflict workshops skills among Honoraria 2016-2017 as per results learned in dealing
regarding teachers in verbal for experts/ scheduled with other
Interpersonal non-verbal ways professionals teachers in terms
Communication Hired of communicating
Professionals and skills
Experts

Teachers’ Level Teachers perform Seminars, To maintain Teachers School’s Division Performance January 2017 as PAST Results The teachers
of Productivity Very Satisfactory trainings, and performance of Personnel Office Appraisal System per scheduled at the end of the are VS or even
(VS) in all areas workshops teachers in the for Teachers school year O in terms of
of their PAST regarding areas with high Principals (PAST) performance
Performance performance and
Appraisal and develop more the Department Toolkits
Management areas which are Heads
at risks of lower Honoraria
performance for experts/
professionals
 Relationship There is positive Seminars, To equip Teachers School’s Division Toolkits February 2017 as Interview and Teachers can
between (+) and negative trainings, and teachers with Superintendent per scheduled Assessment apply the
perceived (-) Average/ workshops best practices Honoraria results best practices
conflicts and Moderate regarding in increasing for experts/ towards learners’
teachers’ level of Correlation in the Best Practices performance School’s Division professionals achievement
productivity areas of Learners’ when it comes in terms of Coordinators while reducing
Achievement to Increasing to Learners’ the conflicts
Productivity Achievement
pertaining while reducing
to Learners’ the conflicts
Achievement
There is positive Seminars, To equip Toolkits Teachers can
(+) and negative trainings, and teachers with Principals March 2017 as Interview and apply the best
(-) Average/ workshops best practices Honoraria per Scheduled Assessment practices towards
Moderate regarding in increasing for experts/ results professional
Correlation in Best Practices performance professionals and personal
the areas of when it comes in terms of Department characteristics
Professional to Increasing Professional Heads while reducing
and Personal Productivity and Personal the conflicts
Characteristics pertaining to Characteristics
Professional while reducing Hired
and Personal the conflicts Professionals and
Characteristics Experts

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resources of every person involved in this program. In terms

of the resources requirement, as one of the features of this
program, it is stated in the proposed program the essentials
of delegations of the principals and department heads by
the school superintendents and supervisors to consider the
availability of resources such as school papers and documents
needed by teachers as well as in the hiring of qualified and
experts professionals in the field of transpiring activities for
conflict management. In order to evaluate the results of this
program, one of its features also is the key results or expected
outcomes as well as the consideration of success indicators.

Conclusion and Recommendations

This study showed that among the six areas, the
teachers perceived that conflicts may arise in the area
of Learners’ Achievement. The teachers employed the
Collaborating Style in handling conflicts between and among
them as shown by several indicators. This style was also
evident in the area of Learners’ Achievement. There was
a moderate significant relationship between the perceived
conflicts between and among teachers and their level of
productivity in the area of Learners’ Achievement.

This study was conducted to determine the perceived

conflicts between and among the teachers taking into
consideration the six areas under the Performance Appraisal
System for Teachers (PAST), describe the teachers’ styles in
handling conflicts, identify their level of productivity and its
relationship with the perceived conflicts between and among
the teachers. The findings of this study were the basis of a
conflict management program for teachers.

The researcher believed that early actions to deal

with conflicts by teachers are very much indispensable not to
abolish but to reduce and lessen conflicts. Therefore, as part

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of the purpose of this study, a Conflict Management Program

for Teachers (CMPT) is necessary. There is still room for
improvement, but this program could be a leading step to
facilitate continuing training and workshops for teachers.

The indicators of conflicts were considered as bases

for the program’s proposed activities pertaining to learners’
achievement; lesson planning and instruction; and assessment
of student’s learning. The teachers agreed that conflicts occur
in these three areas. This signifies that teachers struggled in
making decisions when it comes to students’ performance,
borrowing of reference materials, and comparing each
other’s works or outputs such as in the preparation of lesson
plans, students’ assessment styles, and even comparing each
other with regards to the number of teaching loads given
to them, which, which caused collision of insights and
opinions. Therefore, some of the activities are continuing
seminars, training, and workshops about the grading systems
(in different areas of specialization); test constructions and
assessments; regular monitoring of teachers in the delivery of
instruction; and proper distribution and allocation of teaching
loads as well as considering the use of reference materials.

The teacher-respondents showed various ways on

how to manage the conflicts between them. They perceived
that they can handle conflicts with other teachers by being
open in direct confrontation and negotiation, and by showing
a pleasing personality to talk about the conflict. These
indicators tell that the teachers employed the Collaborating
Style of handling conflicts. Involvement in the continuing
activities in the program is necessary since the responses of
teachers are indicators of positive outcomes, that conflicts
among them could be handled well. Some of the proposed
activities are seminars, training, and workshops for teachers
on attitudes, behaviors, and personality management;
interpersonal communication; and negotiation process. This

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is to widen or broaden their awareness and skills when it

comes to confrontation and negotiation. The respondents
perceived that they are approachable and open to dialogue
and discussion to solve the conflict. On the other hand, some
of the teachers perceived that they can resolve the conflict
on their own and not just depend on dialogue and open
discussion. They believed that by showing dominance, they
can handle conflicts with others. This was revealed only in
the area of personal and professional development.

The performance of teachers is one of the important

factors to teachers’ productivity. Hence, teachers must exert
efforts in upgrading their performance and are expected to
give their very best in teaching. Therefore, a continuing in-
service training program is also necessary to maintain the
level of performance of teachers in all areas of concern. The
study revealed that teachers performed at a very satisfactory
level in the first five areas, and outstanding in the last area
which is Personal and Professional Development. This
revealed that teachers are devoted to and committed in
upholding student learning and achievement. They maintain
their characteristics on personal and professional concerns.
They make sure that they abide with ethical standards,
possess and reflect good moral values in their actions/works
and towards other people, and consider the progress of their
teaching through professional development. They do this by
pursuing graduate studies and attending seminars, training,
and workshops. The Division of Quezon City could provide
more scholarship grants to equip teachers not just a degree
but ways to enhance learning and achievement of students
in the Division, especially in the standardized examinations
such as the National Achievement Test.

The conflicts experienced by teachers did not

have direct effect on their level of productivity in totality
as there was no significant relationship between the two

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variables. However, a moderate correlation was detected in

the areas of Learners’ Achievement and Professional and
Personal Characteristics. This result should not be neglected.
Remember that these areas are components of the productivity
of teachers. Hence, if they will not be considered, the teachers’
productivity might be affected in the long run considering
other circumstances and other related factors. Take note that
conflicts between teachers happened in the area of learners’
achievement, and productivity on personal and professional
characteristics of teachers was outstanding.

The results of this study could help future researches

to follow up and validate other factors thatwere limited in
this study. First is a need for the revision of some indicators
of conflicts in every area to be more relevant. Second, a
similar study could be conducted in other divisions to have
a comparative analysis and create a more comprehensive
and applicable conflict management program. Lastly, future
studies can consider two to three consecutive school years to
record and analyze the long term effects of conflicts between
and among teachers on their productivity. This will ensure
progress towards the development of a large scale program
for conflict management not only in one division or region
but also in the whole educational system.

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