Influence of School Heads' Conflict Management Styles to Teachers' Attributes and Parental Involvement in the Division of Lucena City; Basis for Intervention Program

This study examined the influence of school heads’ conflict management styles on teachers’ attributes and parental involvement in selected public elementary schools in the Division of Lucena City. It aimed to determine the prevailing conflict management styles, their effects on teacher motivation, professionalism, job satisfaction, and performance, as well as parental engagement in school activities. Using a descriptive-correlational design, the research utilized an adapted survey questionnaire administered to school heads and teachers during the first quarter of the 2025–2026 school year. Statistical tools such as mean, frequency, percentage, standard deviation, and regression analysis were employed for data analysis. Findings revealed that the collaborating and compromising styles were the most frequently practiced approaches among school heads, promoting open communication, professionalism, and active parental participation. Using regression analysis, the findings revealed a significant positive relationship between conflict management and teachers’ attributes (R = .320, R² = .102, B = .353, p < .001) and parental involvement (R = .577, R² = .333, B = .433, p < .001). These results indicate that effective conflict management by school heads enhances teacher performance and fosters stronger collaboration with parents. Based on the findings, it is recommended that school heads engage in professional development and training to strengthen their conflict management skills, thereby promoting a more harmonious school environment and encouraging active parental participation. An intervention program focusing on collaborative leadership, empathetic communication, and professional development was proposed to enhance school leadership and conflict resolution practices.