Abstract

This study investigates the causes of school conflicts among teachers in selected public elementary schools in Ilocos Sur, Philippines. It aims to explore teachers’ lived experiences of conflict, its personal and professional impacts, and the ways in which they manage or navigate these conflicts in their workplace. The study employed qualitative research design using Interpretative Phenomenological Analysis (IPA). Six teachers were purposively selected from various public elementary schools in Ilocos Sur. Data were gathered through in-depth, semi-structured interviews and field notes. Interview transcripts were analyzed following IPA procedures—initial noting, thematic clustering, and interpretation—to capture how participants made sense of their conflict experiences. Results revealed that conflicts primarily arose from unequal workload distribution, perceived favoritism, poor communication, and mismatched leadership styles. These conflicts led to stress, emotional exhaustion, reduced morale, and strained collegiality. Despite these, teachers demonstrated emotional regulation, personal reflection, and reliance on internal values such as ‘pakikisama’, ‘hiya’, and ‘pananagutan’. Conflict, while emotionally taxing, was also found to be a source of growth, shaping teacher identity and professional maturity. Teacher conflict is not merely a workplace inconvenience but a deeply personal and transformative experience. It highlights institutional, interpersonal, and cultural dimensions that shape the teaching profession. It is recommended that school leaders promote emotionally safe and inclusive environments, implement culturally grounded conflict resolution strategies, and support reflective practices. Teacher education programs should embed emotional resilience and conflict navigation into their training frameworks.

Full Article

DOI: 10.56901/edawa2025V5I2-14

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