| dc.description.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. | en_US |
