RELATIONSHIP BETWEEN CONFLICT MANAGEMENT STYLES AND JOB PERFORMANCE OF UNIVERSITY TEACHERS

Abstract

  This study investigates the relationship between conflict management styles and job performance of university teachers. Conflict is a natural and unavoidable aspect of organizational life, particularly in higher education institutions where individuals work in diverse academic and administrative settings. The way teachers manage conflict may significantly influence their professional effectiveness and overall job performance.

          The study adopts a quantitative research design within the positivist paradigm. Data were collected from university teachers through a structured questionnaire. Descriptive statistics and inferential statistical techniques were used to analyze the data and examine the association between different conflict management styles and job performance.

           The findings reveal that constructive conflict management styles, such as integrating and compromising, are positively associated with job performance. In contrast, dominating and avoiding styles show weaker or negative relationships with performance outcomes. The results suggest that effective conflict handling strategies enhance collaboration, communication, and productivity among university teachers.

           This study provides valuable insights for higher education institutions by emphasizing the importance of promoting appropriate conflict management styles to improve teachers’ job performance and overall institutional effectiveness.