This study is about the influence of school heads conflict resolution approach to Key stage 2 teachers social behavior and competence. It involved five (5) sub offices, 52 school heads and 203 teacher-respondents under key stage 2 in the Division of Laguna namely (1) the profile of school (2) the level of school heads conflict resolution approach (3) the level of teachers social behavior (4) the level of teachers competence (5) the significant influence in the social behavior of the school head with regards to their profile (6) the significant influence between the school heads conflict resolution approach to teachers social behavior (7) the significant relationship between the school heads conflict resolution approach to teachers competence and lastly (8) discussion of the significant influence as predictors between school heads conflict resolution approach to teachers social behavior and competence. The following were the significant findings of the investigation. The profile of the school heads in terms of age, gender, civil status, educational attainment, and position or rank has no significant influence on the teachers social behavior and competence. Based on the test of difference between the data obtained through ANOVA indicated that the age, gender, civil status, educational attainment, and position/rank are not significant (p < 0.05). Furthermore, the data presented, examined, and interpreted has revealed that the school heads accommodating degrees were highly evident. The level of teachers social behavior was found to be very high, along with their evident competence level. The Diversity of Learners Assessment and Reporting, as well as the Learning Environment, were also found to be very high. A significant relationship was observed between the school heads conflict resolution approach and the Self-regulation, Self-resiliency, social awareness, and social skills of teachers social behavior. This was based on computed r values obtained from tests with a very weak to weak relationship. The p-values obtained were less than the significance alpha 0.05, indicating significance. Therefore, the null hypothesis was rejected, and an alternative was accepted, which suggests a significant relationship between them. Additionally, the school heads conflict resolution approach was observed to have a significant relationship to the Content Knowledge and Pedagogy, Diversity of Learners/ Assessment and Reporting, and Learning Environment of teachers competence. From the findings, it can be inferred that there is a significant influence between school heads conflict resolution approach to Key stage 2 teachers social behavior and competence. Based on the conclusions, it was found that there is no significant relationship between school heads profile and teachers social behavior and competence, and the null hypothesis is accepted. To help supervisors and principals develop better approaches to resolving conflicts, enhancing their training and seminars is recommended. Lastly, teachers and school heads should establish a positive and inclusive learning environment where all students succeed by cooperating to manage resources, settle disputes, and pursue common objectives.

Social Behavior

Self-Resiliensy

Disputes