Interpersonal relationships always have a chance for disagreement, conflict, and conflicting interests. When two people behave differently from one another, interpersonal conflict results. Divergent goals, different approaches taken to achieve those goals, individualized demands, and different expectations can all lead to conflict. Instead of simply blaming the leaders, the administrator’s failure to effectively handle conflicts is the reason for the breakdown of relationships. Problem-solving enhanced closeness and the creation of better relationships are all facilitated by the constructive management of conflict. Successful conflict resolution frequently leads to personal growth, the creation of original solutions, and improved stress and difficulty management skills.
On the other hand, avoiding confrontation, resolving issues quickly, or avoiding discussing differences can all lead to severe problems in a relationship. Coffey et al. (2024) state that if a relationship cannot withstand the strain of conflict, its duration is likely to be restricted. A school’s principal is in charge of managing all areas of the organization’s operations. Depending on the size and location of the school, the principal oversees all areas of daily operations. What duties and responsibilities do principals carry out daily as professionals? A process for analyzing principal responsibilities involves looking at their role from a variety of angles, including (a) leadership roles, (b) administrative roles, (c) management skills, (d) task dimensions, (e) human resource activities, and (f) successful administrators’ behavioral profiles compared to ineffective administrators.
Based on the principles of structural equation modeling, Valente and Lourenço (2020) found that teachers with higher emotional intelligence also use a greater number of integrating and compromising conflict management strategies, which results in more effective conflict management in the classroom. Hsieh and Lai (2019) conducted a survey among 568 junior high school teachers in Taiwan. The study looked into the relationship between teachers’ organizational citizenship behavior, the servant leadership of the principals, and the success of the instruction. The study’s findings indicate that there is a positive association between these factors, indicating that principal servant leadership and organizational citizenship conduct can be used as indicators of teachers’ effectiveness in the classroom. On the other hand, Huang and Shen (2019) carried out a study with 33 administrators and 349 instructors from junior high schools in Taiwan. Their research revealed a statistically significant positive association between teachers’ good moods and principals’ service leadership. Moreover, an examination demonstrated an inverse relationship between stress at work and principal service leadership. On the other hand, a favorable association was found between service leadership and the adjustment to school life.
The evidence presented above indicates that higher levels of teachers’ organizational citizenship behavior, teaching effectiveness, positive emotions, job satisfaction, and school life adjustment are associated with an increase in the principal’s capacity for service and leadership, including interpersonal relations, decisiveness, and conflict management abilities, while simultaneously reducing work-related stress.
