Communication Styles and Conflict Resolution Skills Among Basic Education Laboratory Faculty at Occidental Mindoro State College

With an emphasis on assertiveness and responsiveness, this study looked at the Basic Education faculty members' communication preferences and dispute resolution abilities. Most of the faculty members are young, female, and have college degrees. They primarily teach junior high school. High assertiveness and very high responsiveness were found in the results, indicating good communication abilities that foster teamwork and constructive connections in both teaching and conflict settings. Faculty members shown strengths in conflict resolution by seeing the positive potential of disagreements, fostering positive environments, and elucidating viewpoints. However, areas for development were indicated by moderate performance in maintaining mutual gains, implementing forward-thinking solutions, and cultivating constructive collaborations. According to correlational analysis, assertiveness is linked to productive communication, creating a positive environment, and defining needs, all of which greatly aid in successful conflict resolution. Despite being crucial for inclusivity and empathy, responsiveness had less correlation with the results of conflict resolution. Sex-based differences were also seen, especially in establishing supportive environments and giving priority to requirements, highlighting the necessity of gender-sensitive professional development. PRO-CONNECT: (Professional Communication and Conflict Resolution Training) was proposed to fill in these deficiencies. In order to improve assertiveness, responsiveness, teamwork, and long-term conflict resolution techniques, the program consists of workshops, seminars, discussion circles, gender-sensitive training, and reflective journaling. It is anticipated that by addressing gender-related and individual differences, the proposed enhancement will improve instructor abilities and foster a more peaceful learning environment.