Relationship between Principal’s Compromising, Competing and avoiding Conflict Management Styles with Academic Achievement

Abstract

This research study investigated the relationship between college principals' conflict management styles and students' academic achievement. The study used a correlational research method and surveyed public degree colleges in Punjab, Pakistan. A multi-stage sampling technique was utilized to select the sample for the study. The results showed that principals' use of compromising and avoiding conflict management styles positively correlated with academic achievement. In contrast, the competing style was negatively correlated with academic achievement, except for a weak positive correlation reported by teachers. The study suggests that avoiding conflict is the most effective approach in educational settings, while competing is not favored by most principals. The study recommends training principals and teachers in effective conflict management and exploring underlying factors influencing conflict management styles through qualitative research. The findings highlight the importance of conflict management in academic achievement and provide insights for educational leaders and policymakers.