Correlating School Heads' Phronetic Leadership and Conflict Resolution Skills with Teachers' Work Performance

Abstract

This descriptive study aimed to determine the correlation between school heads' phronetic leadership, conflict resolution skills, and teachers' work performance in a congressional district in the Division of Negros Oriental during the School Year 2021–2022. The first set of data was collected from respondents (N-468; n=212)) using a researcher-made instrument that hurdled the stringent validity and reliability tests. Another set of secondary data on teachers’ performance came from the filled Individual Performance Commitment and Review Form (IPCRF), a tool commonly used in the Philippine education system, particularly by the Department of Education (DepEd), to assess and document the performance of teachers and other educational personnel, during the same school term. The results revealed high levels of school heads’ phronetic leadership and conflict resolution skills and a very satisfactory work performance of the teachers. Moreover, it was found that school heads’ leadership and conflict resolution skills have significant relationship with teachers’ work performance. According to these findings, a functional school grievance committee is required to support the grievance resolution process. This committee will look into and fairly resolve complaints, develop and put into place preventative measures to stop future grievances, and inform employees and the school head about the grievance system.