Organizational conflict : its relationship to organizational culture and spiritual maturity of teachers

Abstract

This study explored the relationship of organizational conflict to organizational culture and spiritual maturity of teachers and administrators in selected tertiary schools in the Philippines. The organizational conflict model cieveloped by Mealiea and Latham (1996) sewed as the theoretical framework for the study.

Data were obtained from 340 teachers and administrators from nine Adventist tertiary schools in the Philippines. Participants responded to the Rahim Organizational Conflict Inventory I-II (ROCI-I & II), the Organizational Culture Scale (OCS) and, the Thayer Long-Form Faith-Maturity Scale (TFS). A survey questionnaire was developed to gather information on tlie sources, problems, and effective approaches in conflict management.

Major findings in this study led to the following conclusions: The predominant level of conflict among tertiary schools was intergroup followed by intragroup and intrapersonal conflicts. The level of organizational culture of tertiary institutions was slightly favorable. The level of spiritual maturity of teachers and administration was moderately high. There was a positive relationship between organizational culture and spiritual maturity. Integrating and compromising styles were the preferred conflict management styles of teachers and administrators. Teachers and administrators differed significantly in integrating, compromising, and obliging styles in dealing with their conflicts with peers, superiors, and subordinates.

The three leveis of conflict were related negatively to spiritual maturity and organizational culture. Intrapersonal conflict had the lowest negative correlation with organizational culture but the highest in spiritual rnaturity. Intragroup conflict correlatecl moderately high with organizational culture and spiritual maturity. Intergroup conflict had the highest correlation with organizational culture but the lowest in spiritual maturity. Combined levels of organizational conflict negatively but significantly related to spiritual maturity and organizational culture including its factors of achievement coordination, organizational change and decision, and cultural strength.

A significant correlation was found among conflict management styles of teachers with organizational culture and spiritual maturity. The highest relationship was found in integrating styles of both teachers and administrators. Integrating and obliging in the combined styles of teachers and administrators showed a positive relationship with spiritual maturity and organizational culture, including its factors.

Predictive models were found in all levels of organizational conflict Intergroup predictors were organizational achievemen! integrating style of teachers, accomodating style of administrators, and educational attainment. Predictors of intragoup conflict were integrating sryle of teachers, organizational change, obliging style of teachers, and age. organizational achievement was the predictor of intrapersonal conflict. Predictive models were found among the teachers' and administrators' predominant styles. The predictors for teachers' integrating style were organizational achievement in a group level, spiritual maturity and organizational coordination. The administrators integrating style had predictors of spiritual maturity, and intagroup level. And the predictors for combined style of teachers and administrators were factors of organizational culture, spiritual maturity, and school size.

The study found communication failure, poorly designed structure, and personal difflerence as among the top sources of conflict. Failure to fulfil commitrnen! wittrholding information, and avoiding the reality of conflict were among the internal problems the respondents encountered in conflict management. The respondents indicated development of spiritual and moral values, building trust among workers, and open communication as the most effective approaches in restraining and managing conflict.

Major recommendations include: (a) conducting or in-service training in conflict management for teachers and administrators; &) Establishiug spiritual formation program; (c) improving organizational culture of communicafion, coordination, achievement, decision making, and change; and (d) replication of the study with additional variables particularly on Biblical components of conflict management.