Relationship between Principal’s Collaborating and Accommodating Conflict Management Styles with Academic Achievement: A Correlational Study

Abstract

This research study was aimed at determining the relationship between principal’s conflict management styles (collaborating and accommodating) with academic achievement of the students at college level. Despite the crucial role of principals in shaping college culture and academic performance, limited research has explored the specific relationship between principals' conflict management styles and academic achievement. This study aims to investigate the correlation between principals' collaborating and accommodating conflict management styles and academic achievement, shedding light on a critical aspect of educational leadership. Present research study followed positivist research paradigm and correlational research method was used to conduct the study. Population of the study was comprised of all the public degree colleges at Sialkot and Narowal districts of the Punjab in Pakistan. Multi-stage sampling technique was used to draw the sample of the study. Conflict management styles inventory ROCI-II was used to collect the data. Results: The analysis of the data revealed that there is a strong positive relationship(r=0.519, p=.002) between collaborating conflict management style and academic achievement. A moderate positive relationship was found between accommodating conflict management style (r=0.448, p=.001) and academic achievement. Collaboration as a method for resolving disputes in colleges may be effective for principals and staff irrespective of the districts. Moreover, a qualitative study may be conducted to get a deeper understanding of principals’ conflict management styles and the factors behind it.