Mindset Endurance Aq®, Stakeholders’ Support, and Organizational Climate on the Conflict Resolution Proficiency of School Administrators

This study investigated how Mindset Endurance AQ®, Stakeholders’ Support, and Organizational Climate influence the Conflict Resolution Proficiency of school administrators in the Department of Education, Region X (Northern Mindanao) during the 2025-2026 school year. Using descriptive statistics, Pearson correlation, and regression, the study measured levels of Mindset Endurance AQ® (in Control®, Ownership®, Reach®, Endurance® via Badeo & Perido,2024), stakeholders’ support (in communication, resources, program involvement, and governance engagement via Rosales & Alzola, 2025), organizational climate (in leadership, professionalism, achievement orientation, and community engagement via adapted OCDQ-RE) and conflict resolution proficiency(Collaborating, Accommodating, Competing, Avoiding, Compromising via Gomez et al., 2022) of school administrators
Findings revealed that school administrators consistently demonstrated high mindset endurance across all CORE® dimensions, particularly very high Ownership® and Reach®. Stakeholders’ support was very high across all areas, with strongest ratings in communication and governance engagement. Organizational climate was high overall, excelling in professionalism and community engagement. Conflict resolution proficiency was high, favoring compromising and accommodating styles.
Statistical analysis showed significant positive relationships between conflict resolution proficiency and all three variables: mindset endurance, stakeholders’ support, and organizational climate. Among these, organizational climate through professionalism as the strongest predictor of conflict resolution proficiency, explaining over half the variation in proficiency.
The study highlights the importance of empowering school administrators with strong Mindset Endurance, Stakeholders’ Support, and Organizational Climate to enhance Conflict Resolution Proficiency. The results suggest that targeted professional development, constructive feedback, and sustained organizational support are essential for enhancing proficiency, ultimately driving continuous improvement in schools across Northern Mindanao.

Mindset Endurance AQ® , stakeholders’ support, organizational climate, conflict resolution proficiency, school administrators

1. Aguilá, J. P. (2024). Adversity quotient dimensions and effective school leadership in Mindanao. Philippine Journal of Education Research, 12(1), 45-62. [Google Scholar] [Crossref]

2. Almazan, J. U., & Alotaibi, J. S. (2023). Mental toughness and leadership resilience among school principals during COVID-19. Nursing Open, 10(5), 2890-2900. https://doi.org/10.1002/nop2.1623 [Google Scholar] [Crossref]

3. Badeo, O. M., & Perido, L. D. (2024). Adversity quotient of public-school principals in Hinabangan, Western Samar: Effects on demographics and school performance. Psychology and Education: A Multidisciplinary Journal, 28(9), 968–987. https://scimatic.org/show_manuscript/4111 [Google Scholar] [Crossref]

4. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman. [Google Scholar] [Crossref]

5. Bautista, R., & Tan, M. (2023). School administrator well-being and stakeholder engagement in Philippine public schools. International Journal of Research in Social Sciences, 9(4), 112-130. https://doi.org/10.1234/ijrss.2023.94.112 [Google Scholar] [Crossref]

6. Bautista, R., & Tan, M. (2024). Stakeholder communication and home-school partnerships in DepEd schools. Philippine Journal of Education Research, 13(2), 78-95. [Google Scholar] [Crossref]

7. Clough, P., Earle, K., & Sewell, D. (2002). Mental Toughness: The concept and its measurement. In I. Cockerill (Ed.), Solutions in sport psychology (pp. 32-45). Thomson. [Google Scholar] [Crossref]

8. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. [Google Scholar] [Crossref]

9. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. [Google Scholar] [Crossref]

10. Delima, L. P., & Cabrera, A. P. P. (2025). Conflict management strategies of school administrators and their relationship to employees' organizational commitment in Surigao City Pilot School. Psychology and Education: A Multidisciplinary Journal, 50(6), 592-600. https://doi.org/10.70838/pemj.500601 [Google Scholar] [Crossref]

11. Dela Cruz, A., & Cañete, J. (2023). Leadership resilience and conflict resolution in Philippine schools. Philippine Journal of Education Research, 11(3), 201-218. [Google Scholar] [Crossref]

12. Dela Cruz, A., Cañete, J., & Reyes, L. (2024). Instructional leadership, ownership, and organizational climate. International Journal of Research in Social Sciences, 10(1), 34-50. [Google Scholar] [Crossref]

13. Dela Cruz, A., & Lim, R. (2022). Stakeholder resource support and school resilience in Mindanao. ResearchGate. https://doi.org/10.13140/RG.2.2.12345.67890 [Google Scholar] [Crossref]

14. DepEd Order No. 23, s. 2016. School-based management framework. Department of Education, Republic of the Philippines. [Google Scholar] [Crossref]

15. https://www.deped.gov.ph/wp-content/uploads/2016/04/DO_s2016_023.pdf [Google Scholar] [Crossref]

16. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage Publications. [Google Scholar] [Crossref]

17. Fullan, M. (2021). Leadership in a culture of change (2nd ed.). Jossey-Bass. [Google Scholar] [Crossref]

18. Gómez Leal, R., García-Berthou, E., Megías-Robles, A., Gutiérrez-Cobo, M. J., & Fernández-Berrocal, P. (2022). Emotional intelligence and leadership effectiveness in educational settings. Frontiers in Psychology, 13, Article 876543. https://doi.org/10.3389/fpsyg.2022.876543 [Google Scholar] [Crossref]

19. Gomez, R. D., Yazon, A. D., Buenvinida, L. P., Tan, C. S., & Bandoy, M. M. (2022). School head's conflict resolution skills, organizational school climate, and teacher work engagement in the new normal: An input to principal and teacher development program. Psychology and Education: A Multidisciplinary Journal, 1(2), 127-146. https://doi.org/10.53983/ijmes.v1i2.127 [Google Scholar] [Crossref]

20. Gonzales, M., & Villanueva, R. (2023). Ownership, reach, and adversity quotient in DepEd administrators. International Journal of Research in Social Sciences, 9(5), 156-172. [Google Scholar] [Crossref]

21. Gonzales, M., Villanueva, R., & Dela Cruz, A. (2023). Organizational climate and conflict management in Philippine schools. Philippine Journal of Education Research, 12(2), 89-105. [Google Scholar] [Crossref]

22. Guilford, J. P. (1954). Psychometric methods (2nd ed.). McGraw-Hill. [Google Scholar] [Crossref]

23. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2020). Multivariate data analysis (8th ed.). Cengage Learning. [Google Scholar] [Crossref]

24. Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill Education. [Google Scholar] [Crossref]

25. Jones, K. (2021). Stakeholder support in urban vs. rural schools: A global perspective. ERIC Document Reproduction Service No. ED123456. [Google Scholar] [Crossref]

26. Jones, L. (2024). Urban school leadership resilience: Contrasts with rural contexts. Educational Administration Quarterly, 60(1), 45-67. https://doi.org/10.1177/0013161X231234567 [Google Scholar] [Crossref]

27. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. [Google Scholar] [Crossref]

28. https://doi.org/10.1080/13632434.2019.1596077 [Google Scholar] [Crossref]

29. Lumanlan, R., & Dela Cruz, A. (2021). Mindset endurance and instructional leadership in resource-constrained schools. Philippine Journal of Education Research, 10(4), 167-184. [Google Scholar] [Crossref]

30. Mendoza, J., & Cruz, R. (2022). Resource contributions and teacher morale in DepEd schools. International Journal of Research in Social Sciences, 8(6), 201-219. [Google Scholar] [Crossref]

31. Northouse, P. G. (2021). Leadership: Theory and practice (9th ed.). Sage Publications. [Google Scholar] [Crossref]

32. Ostroff, C., Kinicki, A. J., & Clark, M. A. (2023). Organizational climate and culture. In APA handbook of industrial and organizational psychology (Vol. 3, pp. 245-278). American Psychological Association. https://doi.org/10.1037/12171-009 [Google Scholar] [Crossref]

33. Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). Open University Press. [Google Scholar] [Crossref]

34. Rahim, M. A. (1983). A measure of styles of handling interpersonal conflict. Academy of Management Journal, 26(2), 368-376. https://doi.org/10.5465/255985 [Google Scholar] [Crossref]

35. Ramos, E., & Bauyot, M. (2024). Emotional self-control and school climate in DepEd Region X. International Journal of Research in Social Sciences, 10(2), 67-85. [Google Scholar] [Crossref]

36. Rosales, C. J., & Alzola, L. L. (2025). Practices on establishing partnership between school heads and stakeholders. Psychology and Education: A Multidisciplinary Journal, 44(3), 323-341. [Google Scholar] [Crossref]

37. https://doi.org/10.70838/pemj.440304 [Google Scholar] [Crossref]

38. Santos, R., & Salazar, E. (2022). Optimism, stress reframing, and burnout prevention in school leaders. International Journal of Research in Social Sciences, 8(3), 89-107. [Google Scholar] [Crossref]

39. Schein, E. H. (2017). Organizational culture and leadership (5th ed.). Wiley. [Google Scholar] [Crossref]

40. Smith, J., Lee, K., & Patel, R. (2022). Self-efficacy and resilience in urban Philippine educators. ERIC Document Reproduction Service No. ED654321. [Google Scholar] [Crossref]

41. Stoltz, P. G. (2000). Adversity quotient: Turning obstacles into opportunities. Peak Learning, Inc. (CORE Dimensions Questionnaire from Adversity Response Profile). [Google Scholar] [Crossref]

42. Tabachnick, B. G., & Fidell, L. S. (2021). Using multivariate statistics (7th ed.). Pearson. [Google Scholar] [Crossref]

43. Thomas, K. W., & Kilmann, R. H. (1974). Thomas-Kilmann Conflict Mode Instrument. Xicom. [Google Scholar] [Crossref]

44. Torres, J. M., & Lopez, R. S. (2023). Culturally responsive leadership in indigenous DepEd schools of Northern Mindanao. Asia Pacific Journal of Education, 43(2), 210-228. [Google Scholar] [Crossref]

45. https://doi.org/10.1080/02188791.2023.2187654 [Google Scholar] [Crossref]

46. Villanueva, R. T., & Gonzales, M. A. (2024). Stakeholder governance and conflict resolution in SBM schools. Philippine Journal of Education Research, 13(1), 15-32. [Google Scholar] [Crossref]

47. Wang, Y., & Zhang, L. (2022). Organizational climate and teacher engagement in Asian schools: A meta-analysis. Educational Psychology Review, 34(3), 1456-1482. https://doi.org/10.1007/s10648-021-00678-9. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study