Principals' management of teacher-administrator conflict at exemplary Title I schools in Texas

Purpose. This study examined the conflict-handling mode that principals of Exemplary Title I schools most commonly employ when managing teacher-administrator conflict and relationships among the conflict-handling modes and selected principal personal characteristics and campus characteristics.; Method. Principals completed a quantitative survey through a modified version of the Thomas-Kilmann Conflict Mode Instrument that consisted of 30 paired statements from which the respondent was forced to choose the statement that best characterized his/her behavior. Each possible statement corresponded with one of five conflict-handling modes. Qualitative data, in the form of two open-ended questions, triangulated and extended the quantitative data. Demographic data were also collected at the end of the survey to assist in determining where significant relationships exist in the quantitative data.; Findings. Results from this study indicated that principals of Exemplary Title I campuses favor a collaborative process when managing teacher-administrator conflict. Principals stressed the need to listen, create win-win situations, make the teacher feel valued throughout the conflict resolution process, and maintain a student-centered focus when resolving the conflict.; Further research should examine the training principals have received in conflict resolution coupled with the methods through which principals build and maintain positive working relationships with teachers to create a positive environment in which to successfully manage teacher-administrator conflict.