The Degree to Which Secondary School Principals in Gharyan Municipality Practice Organizational Conflict Management Styles from Teachers’ Perspectives

Abstract

This study aimed to determine the degree to which secondary school principals in Gharyan Municipality practice organizational conflict management styles—namely collaborating, competing, compromising, avoiding, and accommodating—from the teachers' perspective, and to identify the ranking of these styles according to their level of practice. To achieve the study objectives, the researcher adopted a descriptive method and utilized a questionnaire as the data collection instrument. The study population consisted of 1,015 male and female teachers, while the study sample comprised 279 teachers. The results revealed that the degree to which secondary school principals in Gharyan Municipality practice organizational conflict management styles was moderate. Specifically, the avoiding style ranked first, followed by collaborating, compromising, accommodating, and lastly, competing. In light of these findings, the study recommended enhancing school principals' practices in organizational conflict management and improving the utilization of its various styles in alignment with the nature and requirements of different situations, thereby contributing to creating a more harmonious and effective school environment.