Abstract
Purpose. The purpose of this study was to determine if there were significant differences between the conflict management styles of selected principals at the middle school and comprehensive high school levels in Riverside and San Bernardino Counties in regard to: (1) personal orientation; (2) interpersonal conflict; (3) backup style; and (4) willingness to change. Methodology. The researcher used descriptive research. The instrument used was The Conflict Management Survey, developed by Jay Hall, Ph.D. and published by Teleometrics International, Incorporated. Nonprobability, purposive sampling was used. The final sample consisted of principals of thirty-four comprehensive high schools and thirty-nine middle schools. Principals were contacted by phone and sent the survey that identifies a variety conflict management styles. Findings and conclusions. (1) No significant difference was identified between the two groups and their personal orientation to the conflict management styles of 1/9 or yield-lose, 9/1 or win-lose, 9/9 or synergistic, and 1/1 or lose-leave. Middle school principals were found to be significantly different in the use of the 5/5 or compromising style to manage conflict. Middle school principals used the 5/5 or compromising style of conflict management significantly more than the comprehensive high school principals. Those educators aspiring to be principals with a conflict management style of 5/5 or compromising may consider an administration position at the middle school level. (2) No significant differences were found between the interpersonal styles of conflict management of principals at the two distinct levels of secondary education. (3) Principals at the middle school and comprehensive high school were found to have no significant difference in choice between the five backup styles. Having a repertoire of backup styles is helpful to any management professional. It is important that all styles of conflict management be understood and that each situation be analyzed for appropriateness of style to be applied. (4) No significant difference was found between the two groups and their willingness to change conflict management styles. All principals were quickly willing to move to another style when under stress. Recommendations. (1) Administrators at the middle school should become knowledgeable and aware of the differences between students and other stakeholders at the middle school site, and those at elementary and high school sites. The use of conflict management styles should vary accordingly. (2) All administrators should acquire an understanding of the various styles of conflict management. Knowledge of what style works best in what situation will lead to better morale and support from all stakeholders. (3) Conflict is encountered on a daily basis. It is imperative that differences are anticipated and a strategy for handling such conflict is developed.