Problem-Solving Style and Conflict Management Among School Superintendents
Abstract
The purpose of this study was to test the relationship of school superintendents’ conflict-handling modes and their preferred style of solving problems. One hundred twenty-three school superintendents completed a demographic survey, VIEW: An Assessment of Problem Solving Style, and the Thomas-Kilmann Conflict Mode Instrument. Descriptive statistics, reliabilities, Pearson correlations, and independent samples t-tests were computed to analyze the results. Results supported that a Competing (assertive and uncooperative) conflict management approach positively correlated with a Task-focused (logical, efficient) problem solving style. Age, gender, and experience did not alter these findings although there were a few significant gender differences. Participants also indicated that they spend substantial time each day in their work dealing with conflicts, but that they had not had specific conflict management training in their professional preparation. Limitations and possible applications for the results are discussed.
Subject Area
Educational leadership|Educational administration
Recommended Citation
Gashi, Mithat, "Problem-Solving Style and Conflict Management Among School Superintendents" (2020). ETD Collection for Fordham University. AAI27832360.
https://research.library.fordham.edu/dissertations/AAI27832360
