Why university teachers use different conflict resolving styles? Role of emotional empathy and forgiveness in gender differences

Purpose This study examines the integration of emotional empathy and forgiveness into conflict resolution models, specifically among male and female university teachers. The primary objective of this study was to explore gender differences in conflict resolution styles among university teachers, with a particular emphasis on how emotional factors, including empathy and forgiveness. Design/methodology/approach The study employed a cross-sectional research design and included a sample of 119 public university faculty members (59 men and 60 women) aged 25–50 years. Data were collected using conflict resolution questionnaires, the Emotional Empathy Scale and the Heartland Forgiveness Scale to assess participants’ conflict management styles and emotional traits. Findings The findings revealed gender differences in conflict resolution styles among university faculty members. Women predominantly adopted power, consideration and atmosphere-focused conflict resolution styles, whereas men primarily relied on a doubt-based approach. Regression analysis further indicated that high emotional empathy and high forgiveness enhanced consideration and power conflict resolution styles in women. In contrast, low emotional empathy and low forgiveness intimidated the consideration style, while high emotional empathy combined with low forgiveness facilitated the power style in men. Additionally, the study found that emotional empathy and forgiveness had significant main effects on atmosphere and doubt-based conflict responses across both genders. Originality/value This research contributes uniquely by integrating emotional empathy and forgiveness into gender-specific conflict management frameworks, offering valuable insights into conflict resolution dynamics in higher education. The findings highlight the importance of emotional factors in shaping conflict management strategies.