ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study explored the relationship between the personal and professional profiles of school heads and teachers and their perceptions of the extent of implementation and the effects of dispute resolution methods in selected basic education and aims to investigate the methods employed by school administrators in resolving teachers’ disputes in Buenavista II and Sierra Bullones District, DepEd Schools Division of Bohol during School Year 2025-2026, with the end view of developing a tailored conflict management program. The research involved a total population of 278 participants, comprising 65 male and 213 female teachers. Using a quantitative research design, multiple regression and Pearson correlation analyses were employed to examine the impact of variables such as age, sex, civil status, educational attainment, length of experience, and training on how school leaders and teachers manage and perceive conflict outcomes. The findings revealed that the profile variables of both school heads and teachers had no significant influence on their perceived extent of implementation or effects of dispute resolution methods. However, among the different strategies examined, the collaborating, competing, and to some extent, compromising styles showed a more significant and positive correlation with favorable outcomes such as higher dispute resolution rates, improved post-resolution relationships, and reduced recurrence of disputes. Conversely, accommodating and avoiding strategies were found to have weak or negative associations with desired conflict resolution outcomes. The results align with established theories of conflict management, including those of Griffin, Hynes, and Valente, who emphasize the constructive role of strategic communication and collaboration in resolving organizational conflict. Based on the results, a conflict management program is recommended for both school administrators and teachers that includes targeted training on effective conflict resolution strategies, communication enhancement, and leadership support systems. These findings underscore the importance of strengthening institutional mechanisms that support proactive and strategic conflict resolution in schools. The study also offers implications for policy development and leadership training in educational institutions to ensure a healthy work environment that fosters collaboration, retention, and professional growth. Keywords: Conflict Resolution, School Administration, Teacher Perceptions, Dispute Management, Collaborative Strategies