CONFLICT RESOLUTION STRATEGIES THAT SHAPE WORKPLACE HARMONY AND PERFORMANCE IN OLUTANGA DISTRICT: ITS SIGNIFICANCE TO ORGANIZATIONAL DEVELOPMENT AND EMPLOYEE PRODUCTIVITY

This study investigated the conflict resolution strategies that shape workplace harmony and performance among public elementary school educators in the Olutanga District, Division of Zamboanga Sibugay. Utilizing a descriptive survey research design, data were gathered using a validated questionnaire-checklist administered to 19 school administrators (N₁ = 19) and 138 teachers (N₂ = 138) selected through purposive sampling. Statistical analysis was facilitated using weighted mean, ranking, standard deviation, and an independent samples t-test. Results revealed that all five conflict resolution strategies were "Always Practiced" across the district, obtaining an overall composite average weighted mean of 3.80. Collaborating emerged as the most prevailing strategy (AWM = 3.96, Rank 1), followed by Compromising (AWM = 3.84, Rank 2), Accommodating (AWM = 3.74, Rank 3), Competing (AWM = 3.73, Rank 4), and Avoiding (AWM = 3.72, Rank 5). Furthermore, the t-test yielded a computed t-value of 1.767, which was lower than the critical tabular t-value of 2.306 at a 0.05 level of significance with 8 degrees of freedom (df = 8). Consequently, the null hypothesis was accepted, confirming no statistically significant difference between the responses of school administrators and teachers. The study concludes that educators in Olutanga District share a congruent assessment of conflict resolution practices, prioritizing collaborative problem-solving to maintain organizational harmony and enhance teacher productivity.