Conflict management styles of a selected group of Pennsylvania superintendents and their board presidents' perceptions of their conflict management styles.

Abstract

This doctoral study was designed to examine the conflict management style preferences of Pennsylvania superintendents and the congruency between the superintendents? conflict management style preferences and their school board presidents? perceptions of the superintendents? conflict management style preferences. The principal instrument used was the Thomas-Kilmann Conflict Mode Instrument (Thomas and Kilmann, 1974). This instrument is based on the work of Robert Blake and Jane Mouton who delineate two basic dimensions of behavior: 1) assertiveness and 2) cooperativeness. Based on the results of this study, school board presidents and superintendents perceived different perspectives regarding the superintendents? conflict management styles. There was also incongruency with regard to the superintendents' styles and those perceived by the school board presidents in varied conflict situations. Demographic data indicated that conflict management styles were influenced by size, type, and wealth of district but not by age of superintendents. A knowledge of conflict management styles and how decisions made during conflict episodes influence perceptions can lead to a better understanding of conflict management techniques, enhance team management concepts, and improved training of both superintendents and school board members. The results of this research indicate the need for effective training which addresses perceptions, communication, attributions, and power relationships of school board presidents and superintendents.