A Study Relationship between Conflict Management Skills of School Administrators and Team Building of Teachers in School under the Secondary Educational Service Area Office 3

Abstract

This research aimed to study : 1) Conflict Management Skills of School Administrators under The Secondary Educational Service Area office 3 2) Team Building of Teachers in School under The Secondary Educational Service Area office 3 ; and 3) Relationships Between Conflict Management Skills of School Administrators and Team Building of Teachers in School under The Secondary Educational Service Area office 3. The sample consisted of 112 administrators under The Secondary Educational Service Area office 3 by Simple Random Sampling. The research instrument was a rating-scaled questionnaire. The confidence of the Conflict Management Skills of School Administrators .917 and the confidence to Team Building of Teachers in School .967. The statistical analysis was performed in terms of percentage, mean, standard deviation and Pearson’s correlation coefficients.

The findings revealed as follows: 1) The Conflict Management Skills of School Administrators under The Secondary Educational Service Area office 3 revealed at high levels. When considering the skills found that whole skills at a high level sort the average from high to low level: Human Skills, Conceptual Skills, and Technical Skills. 2) Team Building of Teachers in School under The Secondary Educational Service Area office 3 revealed at high level. When considering the procedure found that whole procedure at a high levels sort the average from high to low levels: Assigned missions or tasks to be performed, Defining an action plan to solve the problem, and Brainstorming to study the issue of data collection and analysis. And 3) The results of the Relationships between Conflict Management Skills of School Administrators and Team Building of Teachers in School under The Secondary Educational Service Area office 3 revealed that the level of relationship was high (r=.775) with the statistically significant level set at .01.