A Path Model on Conflict Management Skills Beliefs among Public School Teachers as Influence by Organizational Politics, Transformational Leadership of School Heads, and Emotional Intelligence

Abstract

This study sought to determine the best-fit path model on conflict management skills beliefs among public school teachers as influenced by organizational politics, transformational leadership, and emotional intelligence. Utilizing a descriptive-correlational approach through Path Model Analysis among 400 public school teachers who were selected using a proportionate stratified random sampling technique in Region XI, Philippines. Results showed very high levels across all variables and significant relationships between each exogenous variable and conflict management skills beliefs. Model 3 emerged as the best fit, indicating that organizational politics and emotional intelligence directly influenced conflict management skills beliefs, while transformational leadership was significantly influenced by organizational politics and emotional intelligence. The findings highlight how organizational politics, transformational leadership, and emotional intelligence interact to strengthen teachers’ confidence in managing conflicts. The findings offer valuable insights for researchers, educators, and policymakers seeking to improve conflict management skills and promote healthier school environments. Moreover, the study supports the development of evidence-based strategies that can strengthen teacher conflict management skills and contribute to the broader goals of quality education and sustainable educational management.