Teachers’ Social Skills, Self-Efficacy, And Conflict Management Strategies

This study examined the levels of teachers’ social skills, self-efficacy, and conflict management strategies, as well as the relationships among these variables in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study aimed to identify teachers’ interpersonal competencies, confidence in instructional practices, and ability to manage conflicts in constructive ways. The respondents consisted of 365 teachers handling various grade levels, selected through total enumeration. Data were gathered using a researcher-developed and validated questionnaire that measured communication, empathy, teamwork, interpersonal problem-solving, classroom management, instructional strategies, learner engagement, and conflict management techniques. The instrument was pilot-tested and yielded a Cronbach’s alpha coefficient of 0.88, indicating high reliability. The results showed that teachers demonstrated high levels of social skills , self-efficacy , and conflict management strategies. Communication and empathy emerged as the strongest social skills, while classroom management was the most prominent dimension of self-efficacy. Teachers also exhibited competence in identifying and resolving conflicts, contributing to a positive classroom and school environment. Correlation analysis revealed significant positive relationships between social skills and conflict management strategies, as well as between self-efficacy and conflict management strategies. These findings suggest that stronger interpersonal skills and higher professional confidence enhance teachers’ ability to manage conflicts effectively. Overall, the study highlights the importance of strengthening teachers’ social skills and self-efficacy through targeted professional development, mentoring, and supportive school environments to improve conflict management and overall teaching effectiveness.