Principals’ Conflict Resolution Capacity and Change Leadership Competence: Their Implications on Teachers’ Morale and Job Satisfaction

In the face of increasing challenges in the education sector, effective school leadership is crucial for resolving conflicts, implementing change, and promoting teacher morale and job satisfaction. This study assessed the conflict resolution capacity and change leadership competence of public elementary school principals, as perceived by school heads, teachers, and Parent-Teacher Association (PTA) Presidents. Using a descriptive-correlational research design, data were collected from 26 principals, 324 teachers, and 26 PTA Presidents through total enumeration and stratified random sampling, with proportional allocation determined via Yamane’s formula. Data were analyzed using mean, standard deviation, and one-way Analysis of Variance (ANOVA). Results indicated that principals demonstrated high competence in both conflict resolution and leading change. Significant positive correlations were found between principals’ conflict resolution skills and teacher morale, as well as between teacher morale and job satisfaction. However, only a moderate correlation was observed between principals’ change leadership competence and teacher job satisfaction. Furthermore, perceptions of principals, teachers, and PTA Presidents significantly differed regarding principals’ change leadership abilities. These findings underscore the importance of strategic and sustained professional development in conflict resolution and leadership for school administrators. Future research may adopt qualitative approaches to uncover underlying factors influencing stakeholder perceptions and provide deeper insights into the dynamics of school leadership and its impact on teacher well-being and school effectiveness.