Relationship between Conflict Management Styles and Job Satisfaction of Private Islamic Secondary School Teachers

Abstract

Study aims to investigate about conflict management style and the job satisfaction among private Islamic school teachers. The data consisted of 136 samples from private secondary school teachers at Alor Setar district in Kedah. For acquiring the conflict management style, Rahim Organizational Conflict Inventory (ROCI-II) had been used and to gain the job satisfaction datum, the Teaching Satisfaction Scale (TSS) developed by Ho and Au in 2006 was used. The findings of this research revealed that style of compromising (r = 0.299, p < .01), obliging (r = 0.244, p < .05) and integrating (r = 0.208, p < .05) have a significant relationship with job satisfaction. All these styles give positive outcomes for both parties that lead to positive school outcomes and also to maintain the good relationship with the other parties. When school administrator implemented these three styles will keeps teachers happy and satisfied without any kinds of negative impact on their relations at school. Thus, school administrator must be knowledgeable and aware about the best style of conflict at school to lead more satisfaction because teachers like to be more compromise when handling conflict. This finding suggests that the conflict management affects job satisfaction but excessive and wrong in handling it is associated with diminishing job satisfaction.

The Significant Effect of Leadership and Conflict Management on Job Satisfaction

“…High levels of conflict can be associated with lower level of job satisfaction. For example, a correlation between conflict at work and the effectiveness of leaders and employees has been reflected on a negative correlation between conflict level and job satisfaction (Khun-inkeeree et al, 2019). For example, Chandolia & Anastasiou (2020) have reported that compared to the laissez-faire school leadership style, transformational leadership style was associated with low level of conflict at schools.…”

The elusive Malayan tiger ‘captured’: A systematic review of research on educational leadership and management in Malaysia

“…As for management studies, only 9% of studies typically examined quality and accountability processes (Abdul Khalil and Awang, 2016;Ismail and Don, 2015), discipline management (Ghani et al, 2014), curriculum management (Awang Besar and Hj Ahmad, 2013;Mohd Hamzah and Ayob, 2015), safety management (Naranasamy and Adams, 2019;Ramachandran and Kenayathulla, 2018), conflict management (Khun-inkeeree et al, 2019), financial management (Mohd Arus et al, 2018), and human resource management (Hj Ahmad, 2009). The distribution of the Malaysian EDLM studies corroborates with the global literature in EDLM, which has demonstrated a preference on studying leadership in recent years (Mertkan et al, 2016).…”