Authors : Sharlyn F. Faldas

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/2kve8a88

Scribd : https://tinyurl.com/3mperwbr

DOI : https://doi.org/10.38124/ijisrt/25jul1357

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Abstract : This phenomenological research delved into the real-life experiences of twelve purposively chosen teachers who serve as members of school grievance committees in the Matina District. Through in-depth interviews, thematic analysis, and environmental triangulation, the study uncovered two main strategies that helped facilitate effective conflict resolution: guiding structured yet compassionate conversations and conducting restorative conferences that focus on collaboration and rebuilding relationships. However, several challenges also emerged, including limited training in mediation skills and the constant pressure of balancing mediation duties with other teaching responsibilities. These issues point to deeper institutional shortcomings in how schools support grievance committee members. Based on what participants shared, the study recommends practical steps such as requiring formal training in conflict management and setting aside time and resources specifically for mediation work. The results stress the need for system-wide improvements, embedding conflict resolution in teacher development programs, clearly defining the function of grievance committees, and ensuring they have dedicated time to carry out their roles. By tackling these issues, schools can turn conflicts into meaningful learning experiences that nurture empathy, fairness, and personal responsibility, ultimately creating a more supportive and respectful school environment for everyone.

Keywords : Mediating Conflicts, Insights, Role of School Grievance Committee.

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