Cheryl C. Valdez (Author) and Maylin M. Blancia (Co-Author)
Abstract
Public secondary school teachers are at the forefront of a critical mission to directly influences the quality of education delivered to students but, teachers often encounter various forms of conflict which can disrupt the learning environment, hinder academic progress, and undermine the overall educational experience for students. This study utilized a non-experimental quantitative research methodology using a descriptive correlation approach was applied. Statistical analyses such as the mean, Pearson R correlation, and Multiple Linear Regression were utilized. The participants in the research were one hundred twenty (250) public secondary school educators conveniently selected secondary schools in Junior High School District of the Division of Digos City. Descriptive results of the study revealed that the extent of educational excellence obtained a high descriptive level rating which means that teachers’ educational excellence is often evident while the level of their conflict resolution strategies obtained a very high descriptive level rating which means that their conflict resolution strategies is always evident. Consequently, the inferential results of the study suggested that it rejected it set null hypothesis since there is a significant relationship between educational excellence and conflict resolution strategies of public secondary school teachers. Likewise, the regression analysis resulted that reflective practice, communications skills, content knowledge, and pedagogical knowledge significantly influenced the conflict resolution strategies of the teachers.
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Keywords: Educational Excellence, Conflict Resolution Strategies, Public Secondary School Teachers