School Heads and Teachers' Level of Awareness and Implementation of The Mediation Strategies and Mechanisms

AUTHOR(S)

ROSELY G. AÑOSA RIEZELLE G. AÑOSA JESSA MAE M. DAYAGANON CHARWIN LOGROÑO

ABSTRACT

— A mature, highly qualified teaching staff with a strong academic background—mostly women—is revealed by the Carmen I District study. It does, however, also highlight notable differences in professional development exposure, especially for administrative staff members like school heads who hold the position of Teachers-in-Charge without receive formal mediation training. Unexpectedly, research shows that teachers are more knowledgeable about mediation techniques and conflict resolution procedures than school administrators. This goes against the administrative role that has historically been played in conflict management. This disparity raises questions regarding the institutional capacity to meet the requirements set forth in Department of Education (DepEd) policies and highlights the systemic lack of leadership training in mediation. Notwithstanding these discrepancies in awareness, the general application of mediation techniques is still successful, primarily due to institutional mandates and teacher competencies, with noteworthy performance in grievance procedures and moral behavior. The study stresses that professional development, not demographic traits, is the primary factor influencing mediation capabilities and that awareness is a critical factor in implementation success. Furthermore, correlational analyses confirm that exposure to professional development programs, particularly for teachers, has a significant impact on mediation awareness and implementation. School heads, on the other hand, show moderate but statistically insignificant correlations, indicating the pressing need for administrative staff-specific capacity-building initiatives. The study suggests an organized improvement program that makes administrative training a top priority while utilizing teachers’ implementation strengths. To guarantee long-term competency for all parties involved in education, such a program should incorporate both the theoretical and practical components of mediation. In the end, developing a thorough and successful mediation framework in Carmen I District schools requires addressing administrative awareness gaps through methodical interventions. Keywords — Mediation strategies, conflict resolution, professional development, school administration, teacher competencies, awareness-implementation correlation, DepEd standards, capacity-building, educational leadership