Leadership Decision-Making Styles, Conflict Resolution Practices, and Strategic Skills of School Heads
DOI:
https://doi.org/10.65339/ijsair.V2.I1.138Keywords:
Conflict Resolution Practices, Leadership, Decision-Making Styles, Public Secondary School Heads, Strategic Skills, TeachersAbstract
Effective school leadership requires the integration of sound decision-making, constructive conflict resolution, and strategic skills in addressing the complex demands of educational management. This paper determined the interplay of leadership decision-making styles, conflict resolution practices, and strategic skills of public secondary school heads in one of the divisions in Negros Occidental during School Year 2023–2024. The study was anchored on constructivist theory, the zone of proximal development, contingency leadership theory, and strategic leadership perspectives. It employed a mixed-methods explanatory sequential design, combining descriptive-correlational quantitative analysis and qualitative inquiry through focus group discussion. The respondents in the quantitative phase were 175 teachers selected from a population of 320 through stratified proportionate random sampling, while 10 participants were purposively selected for the qualitative phase. Data were gathered using a researcher-made, validated, and reliability-tested questionnaire and were analyzed using mean, standard deviation, Mann-Whitney U Test, Spearman’s rho, regression analysis, and thematic analysis. Findings revealed that school heads were generally rated high in leadership decision-making styles, conflict resolution practices, and strategic skills. Significant differences were found only in selected profile variables. Very strong positive relationships were established among the three major variables. Problem solving, emotional intelligence, and courage significantly predicted both conflict resolution practices and strategic skills. Qualitative findings further showed that leadership practices influenced school morale, collaboration, communication, and school functioning. The study concluded that effective school leadership depends on the interaction of these competencies and supported the development of a leadership enhancement program. The study aligns with SDG 4 by promoting quality education through stronger school leadership and with SDG 16 by supporting accountable, peaceful, and well-governed educational institutions. Its sustainability impact lies in strengthening educational and institutional sustainability through improved leadership capacity, better school relationships, and more responsive school management.
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