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Abstract
This study investigates the conflict management strategies utilized by school heads in the Santa Cruz South District and develop a conflict resolution framework. To obtain comprehensive and accurate data, the researcher adopted mixed- method research design. The study involved 20 school heads, selected through complete enumeration, who were interviewed using a researcher-made tool and one-on-one interviews. In order to evaluate and interpret data, the researcher utilized frequency counts, percentages, modes and weighted mean. The findings showed that conflicts were prevalent in schools, and the school heads employed various conflict management strategies, such as compromise, collaboration, and avoidance. The proposed conflict resolution framework emphasized the significance of communication, collaboration, and a shared goal in resolving conflicts. The study offers valuable insights for policymakers and school administrators to develop effective conflict management policies and programs. Furthermore, the study revealed that managing schools in the district of Santa Cruz South posed several challenges, such as teachers' poor planning and task prioritization skills, late submission of reports, and unpreparedness with instructional materials. The study proposes that clearer guidelines and communication may be necessary to ensure that teachers comprehend their roles and responsibilities. The most frequently used conflict management strategy among school heads was accommodating, followed by cooperating, compromising, avoiding, and competing. Ultimately, the study highlights the importance of managing conflicts in schools to promote positive learning environments and support students' academic and social development.
