CONFLICT MANAGEMENT OF SCHOOL ADMINISTRATORS AFFECTING SCHOOL ATTACHMENT OF TEACHERS AND PERSONNEL IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 8

Abstract

          The purposes of this research were to study: 1) the school administrators’ conflict management; 2) the school attachment of teachers and personnel in schools; and 3) the school administrators’ conflict management affecting the school attachment of teachers and personnel in schools. The sample was 313 school administrators, teachers, and personnel in schools under the Secondary Educational Service Area Office 8, derived by stratified random sampling. The instrument was a 5-scale rating questionnaires approved by 3 experts with content validity between 0.67–1.00 and the reliability of .96.  The statistics used were percentage, mean, standard deviation, Pearson’s correlation analysis, and step-wise multiple regression analysis.

          The research results were as follows: 1) Overall the administrators’ conflict management was at a high level. The aspects in the descending order of average were compromising styles, accommodation styles, collaboration styles, competition styles, and avoiding styles. 2) Overall the school attachment of teachers and personnel was at a high level. The aspects in the descending order of average were strong desire to maintain their membership in schools, willingness to use great effort to work for the school, and feeling of trust in goals and values of the school. 3) The administrators’ conflict management in the aspect of compromising styles affected all aspects of school attachment of teachers and personnel with statistical significance level of .01, which were feeling of trust in goals and values of the school, willingness to use great effort to work for the school, strong desire to maintain their membership in schools. The administrators’ conflict management in the aspect of avoiding styles affected the school attachment of teachers and personnel in school in the aspect of feeling of trust in goals and values of the school. All aspects together predicted the school attachment of teachers and personnel in school at the percentage of 46.00.