This study aims to explore the perspectives of teachers on resolving conflicts in school. It employs the descriptive qualitative method. Meanwhile, purposive sampling was used to to select six teachers from a private institution in Davao City through focus group discussion. The gathered data were subjected to deductive thematic analysis while ethical standards were followed. It was found through theoretical themes in social constructivism which are the social context, social interaction, intrapersonal dimensions and interpersonal dimensions, and human intellectual development. In social context, there are high expectations, the spread of issues through gossip, and misdirected complaints of parents that contribute to misunderstanding among school members. Also, the social interaction among school members involves both internal and external conflicts driven by various issues. Significantly, in terms of interpersonal and intrapersonal dimensions, the teachers use constructive actions for conflicts. In terms of human intellectual development, the teachers’ perspectives coupled with their experiences uses strategies in resolving conflicts such as communicate constructively, conduct neutral investigations, address problems as early as possible, and negotiate with sympathy to settle conflicts, and policy specifications and disseminations. It is concluded that the results of the study are completely anchored and aligned with the social constructivism theory based on the perspectives of teachers in resolving conflicts in school context. The perspectives of teachers in resolving conflicts provide the necessary knowledge that is significant for schools to thrive, especially in private institutions that continue to run due to stakeholders and teachers.
Bernal et al. (Thu,) studied this question.