THE RELATIONSHIP OF SCHOOL HEADS’ CONFLICT MANAGEMENT STYLES AND SCHOOL PERFORMANCE AMONG PUBLIC ELEMENTARY SCHOOLS IN THE DISTRICT OF JOMALIG, QUEZON

This study aimed to determine the conflict management styles of public elementary school heads in the District of Jomalig, Quezon and find its relationship with school performance. The study made use of descriptive quantitative research utilizing correlation technique in determining the relationship of conflict management styles and the school performance. The participants of the study were 50 teachers of the five elementary schools in the District of Jomalig, who responded to a survey questionnaire that was validated by 4 experts whose expertise is in the field of educational management. Major findings in the study lead to the following conclusion most of the respondents is aged 20-29 years old, female and married, bachelor‘s degree as their highest educational attainment and 0-5 years in service. When it comes to conflict management styles of school heads most of them often used collaborating style. While when it comes to school performance, they performed very good in all domains. Furthermore, there are significant relationship between management and organization and learning and teaching of school performance with conflict management styles in collaborating, accommodating and compromising, while student support and school ethos of school performance had also a significant relationship in collaborating, avoiding, and accommodating style on the other hand student performance had also a significant relationship in collaborating. Based on these results, a Conflict Management Program for Jomalig District was developed. It is recommended that the utilization of the developed conflict management program should be made to test its reliability, also school head should use conflict management style that with high concern for others. Future studies in other locales, school and universities to further validate the results of study.