Conflict and conflict management in school management teams: Evidence from China

Jiafang LU, Hong WANG, Philip HALLINGER, DEAN TJOSVOLD

Research output: Contribution to conferencePapers

Abstract

This study focused on examining conflict experiences in school management teams. Survey data was collected from a sample of 112 vice principals at primary and secondary schools in Guangdong, China. The results revealed that: School management teams experienced relatively higher levels of task conflict, lower levels of process conflict, and lowest levels of relationship conflict. The sequential order of sampled school management teams’ preferences for dealing with conflict were: cooperative approach, principal-dominant approach, avoiding approach, and forcing approach. Only cooperative approach was positively related to desirable outcomes such as team trust, decision comprehensiveness, and school performance. Forcing approach was negatively related to team trust, decision comprehensiveness, and school performance. More importantly, principal-dominant approach and avoiding approach were not significantly related to team trust, decision comprehensiveness, or school performance. The results of types of conflict and conflict management approaches were discussed in light of cultural assertions concerning conflict management style of school leaders in Asia.
Original languageEnglish
Publication statusPublished - 2012

Citation

Lu, J., Wang, H., Hallinger, P., & Tjosvold, D. (2012, March). Conflict and conflict management in school management teams: Evidence from China. Paper presented at the Asia Leadership Roundtable 2012, Ho Chi Minh City, Vietnam.

Keywords

  • Conflict types
  • Conflict management approaches
  • School management teams
  • China

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