Abstract

• The main purpose of this study was to investigate the conflict handling styles and organizational commitment of teachers from basic education schools in Myanmar. Descriptive survey method and quantitative research design were used in this study. By using proportionate stratified sampling method, a total of 826 teachers from selected basic education schools in Sagaing Region, Chin State, Kayah State, Bago Region and Mon State were chosen as participants. Conflict handling styles of teachers were measured by using Rahim Organizational Conflict Inventory – II developed by Rahim (1983). In measuring teachers’ levels of affective, continuance, and normative commitment on organization, Allen and Myers’ (1990) Three-Component Organizational Commitment Scale and Organizational Commitment Questionnaire (OCQ) developed by Mowday, Steers & Porter (1979) were used. According to the result,38.25% of teachers reporting it as their dominant conflict handling style. The smallest portion of teachers in this study used compromising style as a conflict handling strategy (10%).Teachers’ conflict handling style did not depend on gender. According to age, teachers whose age is between 19 and 30 years used competing style more than teachers whose age is between 30 and 45 years. Similarly, teacher whose age is between 19 and 30 years used compromising style more than teachers whose age is between 30 and 45 years and between 45 and 60 years. Concerning designation, junior teachers possessed competing style than senior teachers. In accommodating style, primary and junior teachers had more use of accommodating style than senior teachers. Similarly, junior teachers possessed compromising style than senior teachers. Concerning years of service, teachers whose years of service is under 10 years had higher use of compromising style than those whose years of service is between 10-20 years. Similarly, teachers whose years of service is under 10 years had higher use of compromising style than those whose years of service is above 20 years. Teachers in this study possessed high organizational commitment in their profession. Female teachers had higher organizational commitment than male teachers. According to the results, organizational commitment did not depend on age, designation (position in profession) and years of service in this study. Moreover, the regression analysis result revealed that conflict handling styles contributed 11% of the variance to organizational commitment.