CONFLICT MANAGEMENT OF SCHOOL ADMINISTRATORS IN SAI MAI DISTRICT OFFICE, BUREAU OF EDUCATION IN BANGKOK

Abstract

This exploratory research’s objectives were 1) to study conflict management of school administrators from to teachers’ perspectives, and 2) to compare the conflict management of school administrators according to teachers’ gender, education background, teaching experience and school size. This study investigated and utilized the conflict management theory of Thomas & Kilmann (1987) as the frameworks. The sample was 300 teachers of the semester B.E. 2565 in Sai Mai district office, bureau of education in Bangkok. Proportional Stratified Random sampling was executed. The research’s data collection method was questionnaire. Statistical analysis methods used in this study were frequency, percentage, mean, standard deviation, independent t-test and one-way ANOVA.

The findings revealed that : 1) teachers of schools in Sai Mai district office, bureau of education in Bangkok perceived each factor regarding the conflict management of school administrators at high level. Additionally, ‘Collaboration’ had the highest mean, following by ‘Accommodating’, ‘Compromising’ and ‘Avoiding’. The factor with the lowest score was ‘Competing’. 2) The results also showed that teachers with different gender, education back ground and school size did not perceive the conflict management of school administrators diversely, whereas teachers with different teaching experience perceived the ‘Competing factor of conflict management of school administrators differently at significance level of .05.

The research results could be further utilized as information for school administrators to set the policy and plan to manage human resource, in order to reduce conflict in school and improve internal management system to be more effective.