Leadership Style and Conflict Management Practices of Secondary School Head, Zone 1, Division of Catanduanes

Abstract

INTRODUCTION

School administrators perform their duties in school by discharging responsibilities in accordance with the philosophy, goals, and objectives of education. They are accountable for the effective and efficient administration and management of the school. They oversee the development and maintenance of a healthy school atmosphere conducive to the promotion and preservation effective teaching and learning. The harmonious school-personnel relationship must be ensured so that conflict would not arise. Conflicts cannot totally be eliminated and the causes are varied, ranging from individual differences to problems of management incompetence, inadequate facilities, and communication. Section 7 of the Code of Ethics for Professional Teachers states that every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.

METHODS

Using a descriptive method of research, utilizing questionnaire as the main tool in the data collection, and covered 204 respondents, the study describes the leadership style and conflict management practices of secondary school heads as perceiveby the respondents and by the teachers. Survey technique was used because the study involved a big population from different schools in Zone 1, Division of Catanduanes.

RESULTS

Generally, school heads perceive themselves to be more of participative leaders while teachers perceive them to be delegative leaders. Along conflict management practices employed by the school heads, avoiding is the most frequently true and teachers signified to be frequently true the practice of school heads to avoid useless tensions and unpleasantness for themselves. There is a significant relationship between leadership style and conflict management practices.

DISCUSSIONS

There is a significant relationship between leadership style and conflict management practices. Considering the findings that teachers perceive that the most frequently used leadership style is delegative while school heads claim it to be participative. It is recommended that school heads reflect on this to remove the teachers' perception that tasks are being delegated to them by their school heads for convenience.