School Climate, School Heads’ Conflict Resolution Strategies, And Teachers’ Performance

This study explored the relationship between school climate, school heads’ conflict resolution strategies, and teachers’ performance in the Schools Division of Antique during the school year 2025. Using a descriptive-correlational research design, the study aimed to determine the levels of school climate and conflict resolution strategies, assess teachers’ performance, and examine the relationships among these variables. The respondents included 326 teachers from selected public elementary and secondary schools, selected through stratified random sampling. Data were collected using a validated researcher-developed questionnaire. Descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, were used to determine variable levels, while Pearson Product-Moment Correlation and multiple regression analysis were applied to examine relationships and predictive influence. Results showed that school climate was perceived at a high level, particularly in teacher-student relationships, teacher collaboration, supportive environment, and overall school atmosphere. School heads’ conflict resolution strategies were also rated high, with strong performance in communication facilitation, collaborative problem-solving, and timely identification of issues. Teachers’ performance was reported as high, especially in classroom management, instructional delivery, lesson planning, and learner engagement. Correlation analysis revealed significant positive relationships among all three variables. Multiple regression analysis indicated that school climate and conflict resolution strategies jointly predict teachers’ performance, with school climate emerging as the stronger predictor. The study concludes that cultivating a positive school climate alongside effective conflict resolution practices enhances teachers’ instructional performance and contributes to overall school effectiveness.