Work Engagement, Conflict, and Change Management: Basis for Teachers’ Training PLAN

Abstract — This study aimed to determine the work engagement, conflict, and change management: basis for teachers’ training PLAN. It applied the descriptive method of research. The stratified random sampling was used and got 515 faculty from the different departments in a university were utilized as subjects of this study. Findings revealed that the majority of those surveyed were female, aged between forty and forty-one, with bachelor’s degrees and teaching experience ranging from zero to ten years. It was found that these teachers strongly agreed on their effectiveness in various areas, including classroom management, instructional competence, adherence to school policies, and service delivery. Interestingly, the data indicated that role functions, as well as interpersonal and intrapersonal relations among faculty members, did not emerge as significant sources of conflict within the institution. Instead, teachers demonstrated a remarkable ability to cope with and manage changes related to organizational culture, goals and policies, communication, and innovations in technology. Furthermore, the respondents excelled in providing robust social support to their peers. The analysis also highlighted a significant relationship between the respondents’ profiles and their assessments. Notably, male teachers and those with 21 to 30 years of experience rated their competencies higher than others. Finally, based on these findings, a teachers’ training plan was proposed aimed at enhancing work engagement, conflict resolution, and change management within the university. This initiative seeks to build on the strengths identified in the study while addressing areas for development.

Keywords – education, effectiveness, organization, transformation, quality

https://doi.org/10.70979/BTCK4035