# Organizational Citizenship Behavior and Managerial Fairness as Predictors of Conflict Resolution Skills

Juvy G Calapan, Josephine B Baguio

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Juvy G Calapan, Josephine B Baguio. Organizational Citizenship Behavior and Managerial Fairness as Predictors of Conflict Resolution Skills. South Asian Journal of Social Studies and Economics, 2025, 22 (7), pp.101-113. 10.9734/sajsse/2025/v22i71065. hal-05217229

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# Organizational Citizenship Behavior and Managerial Fairness as Predictors of Conflict Resolution Skills

Juvy G. Calapan a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/sajsse/2025/v22i71065

Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/138740

Received: 20/04/2025

Accepted: 22/06/2025

Published: 25/06/2025

## Original Research Article

## ABSTRACT

Poor conflict resolution skills among teachers can lead to escalated tensions, stress, and a decline in productivity, not only for them but also for students. With the foregoing issues in the learning environment, there is a need to study the factors affecting conflict resolution skills among the teachers. Among the variables, organizational citizenship behavior and Managerial Fairness play significant roles in enhancing conflict resolution skills among teachers. This study aimed to investigate whether organizational citizenship behavior and managerial fairness significantly predict conflict resolution skills of elementary teachers in public secondary institutions in Lupon District. Division of Davao Oriental. Employing a descriptive-correlational research design, standardized questionnaires were administered through face-to-face surveys to 132 teachers. The mean, standard deviation (SD), Pearson product-moment correlation, as well as simple and multiple linear regression analyses were utilized for data analysis. The findings revealed that the extent of

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
organizational citizenship behavior and organizational justice was described as very extensive. However, conflict resolution skills were described as extensive. Correlation analysis indicated significant relationships between organizational citizenship behavior, managerial fairness, and conflict resolution skills. Furthermore, organizational citizenship behavior and managerial fairness significantly influenced the conflict resolution skills of teachers. It is recommended that school administrators enhance organizational citizenship behavior by recognizing and incentivizing teachers' voluntary contributions, such as mentoring peers and assisting in school activities. To strengthen organizational justice, transparent decision-making and equitable resource distribution may be prioritized. Additionally, professional development programs on conflict resolution strategies may be provided to improve teachers' ability to manage and resolve conflicts effectively. Investing in programs that enhance both organizational citizenship behavior and organizational justice will ultimately contribute to more effective conflict resolution skills among teachers, leading to a more harmonious and productive educational environment.

Keywords: Organizational Citizenship Behavior; managerial fairness; conflict resolution skills; elementary teachers; social exchange theory by Blau (1964); equity theory by Adams (1965).

# 1. INTRODUCTION

As the educational landscape has significantly changed over the years, schools increasingly rely on teachers. the education system is characterized by rapid reforms aimed at enhancing the quality of education and producing a skilled workforce. However, teachers face several challenges, including limited resources and increasing administrative burdens (Choong et al., 2025). Conflict resolution is a crucial skill for teachers, as they frequently encounter disagreements or conflicts in both the classroom and with colleagues (Valente & Lourenço, 2020). However, many teachers struggle with effectively managing and resolving these conflicts, which can negatively impact the learning environment and professional relationships (Valente et al., 2020). Poor conflict resolution skills among teachers can lead to escalated tensions, stress, and a decline in productivity, not only for them but also for students (Chandolia & Anastasiou, 2020). Thus, for González et al. (2019), the inability to resolve conflicts in a constructive manner can hinder personal development, professional growth, and the overall atmosphere in educational institutions. Promoting a culture of learning and knowledge sharing, collaborative research, innovation, and academic excellence is essential for the success and growth of these institutions. It is usually believed that such a culture cannot be promoted without a greater degree of constructive extra-role behaviors from their academics. The extra-role behaviors, commonly known as organizational citizenship behavior, exhibited by the academic staff are believed to be crucial for the academic and institutional success (Rahman & Karim, 2022).

Internationally, the issue of poor conflict resolution skills among teachers is a growing concern. According to the Organisation for Economic Co-operation and Development (OECD, 2020), nearly 40% of teachers worldwide reported feeling ill-prepared to handle conflicts in the classroom (Boeskens et al., 2020). In the United States, the National Center for Education Statistics (NCES) found that almost 50% of teachers cited classroom management, including resolving conflicts, as one of their greatest challenges (Young & Chambers, 2020).

In the Philippines, the situation mirrors the international trend, with teachers often facing challenges in managing conflicts due to insufficient training in conflict resolution strategies. A study conducted by the Philippine Business for Social Progress (2019), it was revealed that 62% of teachers in public schools reported difficulties in handling interpersonal conflicts with students and colleagues. Furthermore, a survey by the Department of Education (2021), it was found that over 50% of teachers expressed a need for professional development programs focused on conflict management.

In Lupon District, Division of Davao Oriental, teachers face similar challenges related to poor conflict resolution skills, which affect both their professional dynamics and the overall learning environment. A survey found that teachers in Lupon District, Division of Davao Oriental reported struggles with managing conflicts in their classrooms and between colleagues (Villanueva & Moleño, 2022). The lack of proper training in conflict resolution will be identified as a major contributing factor, with many teachers
expressing the need for workshops or
professional development programs focused on
enhancing communication, negotiation, and
problem-solving skills (Lutog & Aoanan, 2024).

With these foregoing issues in the learning
environment, there is a need to study the factors
affecting conflict resolution skills among
teachers. Among the variables, organizational
citizenship behavior and Managerial Fairness
play significant roles in enhancing conflict
resolution skills among teachers. Organizational
citizenship behavior refers to voluntary,
discretionary actions that go beyond formal job
requirements, such as helping colleagues,
showing initiative, and fostering a collaborative
work environment (Koyuncu & Demirhan, 2021).

Furthermore, when teachers exhibit high levels of organizational citizenship behavior, they are more likely to engage in positive interpersonal interactions, which can facilitate the resolution of conflicts (Khan et al., 2023). Managerial fairness, on the other hand, focuses on the perceived fairness of decision-making processes, resource allocation, and interpersonal treatment within an organization (Tjahjono et al., 2019). When teachers perceive their workplace as just and fair, they are more likely to exhibit trust, openness, and constructive communication during conflicts (Purwanto, 2020).

Despite the growing recognition of the
importance of conflict resolution skills among
teachers, there is still a significant research gap
in the context of the Lupon District, Division of
Davao Oriental. To date, no study has
specifically examined the relationship between
conflict resolution skills and factors such as
organizational citizenship behavior and
managerial fairness within the region. Moreover,
existing research tends to focus on these
concepts in isolation, with little exploration of
their combined influence on conflict resolution
abilities among educators. This gap presents an
opportunity to explore how organizational
citizenship behavior and managerial fairness
jointly affect teachers' approaches to managing
conflicts, particularly in the unique cultural and
educational context of Lupon District, Division of
Davao Oriental, where teachers face specific
challenges related to diverse student populations
and workplace dynamics.

This study aimed to investigate the combined
influence of organizational citizenship behavior
and managerial fairness on the conflict resolution
skills of public elementary school teachers in

Lupon District, Division of Davao Oriental. Given
the critical role of conflict resolution in
maintaining a positive and productive learning
environment, this research seeks to provide a
deeper understanding of how these
organizational factors contribute to teachers'
ability to manage and resolve conflicts
effectively. The urgency of conducting this study
arises from the increasing number of reported
challenges in conflict management among
educators, particularly in a diverse and rapidly
growing city. As the education sector continues
to evolve, it is essential to address these
challenges to ensure the success of both
students and teachers. The significance of this
study lies in its potential to inform policy and
practice by offering insights into how enhancing
organizational citizenship behavior and
promoting managerial fairness can improve
conflict resolution strategies. This research can
be pivotal in shaping professional development
programs, creating healthier school climates, and
fostering better relationships among teachers
and students, ultimately contributing to the
overall quality of education in Lupon District,
Division of Davao Oriental.

1.1 Research Objectives

This study aimed to determine if organizational
citizenship behavior and managerial fairness
significantly predict conflict resolution skills
among teachers in public elementary schools in
Lupon East District, Division of Davao Oriental.
Specifically, it sought answers to the following
questions:

1. What is the extent of organizational citizenship behavior of teachers in terms of:

1.1 Altruism,

1.2 Conscientiousness, and

1.3 Civic Virtue?

2. What is the extent of the managerial fairness of teachers in terms of:

2.1 Procedural justice,

2.2 Distributive justice, and

2.3 Interactional justice?

3. What is the extent of conflict resolution skills of teachers in terms of:

3.1 Stress Management Skills,

3.2 Collaborative skills, and

3.3 Competing skills?
<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual Framework of the Study</figcaption></figure>

4. Is there a significant relationship between:

4.1 Organizational citizenship behavior and conflict resolution skills, and

4.2 Managerial Fairness and Conflict Resolution Skills?

5. Do organizational citizenship behavior and managerial fairness significantly predict conflict resolution skills?

## 1.2 Hypotheses

The hypotheses under the study were tested at a significance level of 0.5.

Ho1. There is no significant relationship between organizational citizenship behavior and

managerial fairness on the conflict resolution skills of teachers.

Ho2. None of the domains of organizational citizenship behavior and managerial fairness significantly predict the conflict resolution skills of teachers.

# 2. METHODOLOGY

## 2.1 Research Design

The study utilized a quantitative research design, employing a descriptive correlational approach. Quantitative research is a systematic investigation that collects numerical data and applies statistical, mathematical, or computational techniques to ensure objectivity,
accuracy, and measurable outcomes. To achieve valid results, this study used controlled and standardized data collection methods, such as surveys, to quantify variables and test hypotheses (Pregoner, 2024).

Moreover, the study used a non-experimental research paradigm, which involves observing and analyzing naturally occurring relationships between variables. Unlike experimental research, which manipulates variables to determine causation, non-experimental research aims to understand and describe relationships as they exist in real-world settings (Aarsman et al., 2024). This approach is particularly suitable for examining the relationship between organizational citizenship behavior, managerial fairness, and conflict resolution skills among public elementary school teachers.

Additionally, descriptive correlational research was used to assess and describe the associations between two or more variables without altering them. The primary goal of this method was to identify and understand patterns, relationships, or connections among variables. Unlike experimental research, which manipulates conditions to establish causality, descriptive correlational research focuses on measuring the strength and direction of naturally occurring relationships (Devi et al., 2022).

In context, the descriptive-correlational research design was considered appropriate for the study because it describes the extent of organizational citizenship behavior, managerial fairness, and conflict resolution skills. It also determines the significance of the relationship between the independent variables, organizational citizenship behavior, and managerial fairness, while the dependent variable was the conflict resolution skills of public school teachers.

## 2.2 Research Respondents

The respondents of this study were 132 out of 240 public school teachers in Lupon District, Division of Davao Oriental, using Slovin's formula, with a 95% confidence interval and a 5% margin of error, who were selected based on the inclusion criteria. The following inclusion criteria were used to ensure a homogeneous sample: First, the teacher currently employed in a public school within the Lupon District, Division of Davao Oriental during the 2024-2025 academic year. Second, the teacher had at least one year of teaching experience in any subject area.

Furthermore, the sample were selected using a simple random sampling technique. According to Demir (2022), in simple random sampling, each member of a population has an equal chance of being selected through an unbiased method. Each teacher in the population will be assigned a number, and the sample will be chosen randomly. The sample was drawn using a lottery method after compiling a population frame of eligible teachers. This approach allows for a thorough examination of public school teachers within the selected division, ensuring that the sample accurately represents the broader teacher population while maintaining homogeneity based on the specified criteria.

## 2.3 Research Instrument

To determine the organizational citizenship behavior, managerial fairness, and conflict resolution skills of teachers, an adopted survey questionnaire was used. The questionnaire used for this study was composed of three parts, namely, the organizational citizenship behavior scale, the managerial fairness scale, and the conflict management skills scale. The items in the questionnaire were carefully chosen and based on published related studies and literature.

An expert review panel of five individuals was asked to review the survey to establish content validity. These experts were asked about clarity and readability, and to provide written comments on the issues table included in the expert review packet. A pilot survey was conducted involving 30 teachers to determine the items' face validity and logical ordering. This process also determined if any items were overrepresented or omitted in the data collection process. Changes were made to the survey based on the expert panel review and the pilot survey.

The first part of the questionnaire was measured by a 15-item Organizational Citizenship Behavior Scale. The scale has three dimensions, namely, altruism, conscientiousness, and civic virtue. The scale will be constructed by Phuong (2021). Moreover, the organizational citizenship behavior questionnaire demonstrates excellent reliability in this study, with a Cronbach's alpha value of 0.890. Moreover, the second part of the questionnaire was adopted from the managerial fairness Scale by Menon and Wadke (2017), consisting of 15 questions. The scale had three dimensions: procedural justice, distributive justice, and interactional justice. Furthermore, the managerial fairness questionnaire demonstrated excellent reliability in this study, with a
Cronbach's alpha value of 0.823. Finally, the third part was adopted from Agbo et al. (2020) questionnaire on Conflict Resolution Skills, consisting of 15 questions. The scale had three dimensions, namely, stress management skills, collaborative skills and competing skills. Moreover, the Conflict Resolution Skills questionnaire demonstrates excellent reliability in this study, with a Cronbach's alpha value of 0.925.

## 2.4 Data Gathering Procedure

The data were gathered through the following procedures:

The data-gathering procedure for this study followed a structured approach to ensure ethical considerations and the acquisition of necessary permissions. Initially, formal permission to conduct the study was sought from the Dean of the Graduate School. Upon approval, the requests were forwarded to the School's Division Superintendent for further review. This sequential approval process ensures compliance with institutional and educational authorities.

Subsequently, the collection of data and information will follow through by developing and distributing survey questionnaires that are carefully crafted to address the objectives of the study. Coordination with school authorities was facilitated for the smooth distribution of questionnaires to public school teachers, which was also accompanied by a clear explanation of the purpose of the study. The data collection phase prioritized the confidentiality and anonymity of participants to encourage honest responses.

Following the data collection, the retrieval process involves meticulous organization and analysis of the gathered information. Completed questionnaires were tallied, and the responses were systematically tabulated for statistical analysis. The data undergo comprehensive scrutiny to unveil patterns and relationships among organizational citizenship behavior, managerial fairness and conflict resolution skills using tools such as mean, standard deviation, and correlation analysis.

## 2.5 Data Analysis

In analyzing and interpreting the data gathered for this study, several statistical tools were utilized to explore the relationships among organizational citizenship behavior, managerial fairness, and conflict resolution skills.

The mean was employed to gauge the extent of these variables among the respondents, providing a quantitative measure of their levels within the study population. Moreover, Pearson's r-moment correlation analysis was utilized to examine the strength and direction of relationships between organizational citizenship behavior, managerial fairness, and conflict resolution skills. Additionally, multiple linear regression analysis was employed to determine whether organizational citizenship behavior and managerial fairness significantly predict conflict resolution skills.

# 3. RESULTS AND DISCUSSION

## 3.1 Extent of Organizational Citizenship Behavior of Public School Teachers

Table 1 shows the extent of Organizational Citizenship Behavior (OCB) among teachers, including altruism, conscientiousness, and civic virtue, based on the mean scores and standard deviations. According to the data, the overall mean of 4.41 is described as "very extensive," indicating that teachers exhibit high levels of organizational citizenship behavior across all aspects. The indicator of civic virtue has the highest mean of 4.43, followed closely by conscientiousness with a mean of 4.41, and altruism with a mean of 4.40. All three indicators are categorized as "very extensive," highlighting the teachers' strong willingness to contribute to the organization beyond their formal job requirements. These results suggest that teachers consistently demonstrate behaviors such as helping colleagues, adhering to rules and responsibilities, and actively participating in organizational affairs. This level of engagement fosters a collaborative and supportive environment, benefiting both individual teachers and the organization. The overall standard deviation of 1.12 indicates that the ratings were spread out over a wider range around the mean, reflecting some variation in individual responses.

According to Muzakki et al. (2019), very extensive organizational citizenship behavior contributes significantly to a positive organizational culture, enhancing cooperation, morale, and overall performance. Moreover, Sadinas and Vadil (2024) further emphasized that teachers' active participation in OCB, such as fulfilling extra duties and maintaining organizational culture, strengthens the sense of community and accountability within the school environment. Additionally, Osman and Yatam
<table><caption>Table 1. Extent of Organizational Citizenship Behavior of Public School Teachers</caption><thead><tr><th>Indicators</th><th>SD</th><th>Mean</th><th>Descriptive Level</th></tr></thead><tbody><tr><td>Altruism</td><td>1.13</td><td>4.40</td><td>Very Extensive</td></tr><tr><td>Conscientiousness</td><td>1.24</td><td>4.41</td><td>Very Extensive</td></tr><tr><td>Civic virtue</td><td>1.01</td><td>4.43</td><td>Very Extensive</td></tr><tr><td><strong>Overall</strong></td><td><strong>1.12</strong></td><td><strong>4.41</strong></td><td><strong>Very Extensive</strong></td></tr></tbody></table>

<table><caption>Table 2. Extent of Managerial Fairness of Public School Teachers</caption><thead><tr><th>Indicators</th><th>SD</th><th>Mean</th><th>Descriptive Level</th></tr></thead><tbody><tr><td>Procedural Justice</td><td>1.13</td><td>4.40</td><td>Very Extensive</td></tr><tr><td>Distributive Justice</td><td>1.03</td><td>4.47</td><td>Very Extensive</td></tr><tr><td>Interactional Justice</td><td>1.06</td><td>4.40</td><td>Very Extensive</td></tr><tr><td><strong>Overall</strong></td><td><strong>1.07</strong></td><td><strong>4.42</strong></td><td><strong>Very Extensive</strong></td></tr></tbody></table>

(2024) stressed that OCB behaviors promote collaboration and a harmonious work atmosphere, leading to increased job satisfaction and better. Fostering a culture of organizational citizenship behavior not only benefits individual employees but also enhances the overall effectiveness and success of the organization's organizational outcomes.

## 3.2 Extent of Managerial Fairness of Public School Teachers

Table 2 provides the extent of organizational justice among teachers, including procedural justice, distributive justice, and interactional justice, based on the mean scores and standard deviations. According to the data, the overall mean of 4.42 is categorized as "very extensive," indicating that teachers perceive fairness to a very extensive degree across all aspects of organizational justice.

Among the indicators, distributive justice has the highest mean of 4.47, followed closely by procedural justice with a mean of 4.40, and interactional justice with a mean of 4.40. All three indicators are categorized as "very extensive," signifying that teachers feel they are treated very extensively fairly in terms of resource allocation, procedural fairness, and interpersonal treatment by school leadership. These results suggest that teachers perceive fairness to a very extensive degree in how rewards, decisions, and interactions are handled within the school environment.

According to Chegini et al. (2019), high levels of organizational justice can lead to improved job satisfaction, increased trust in leadership, and enhanced organizational commitment. These findings align with the notion that teachers'

perceptions of fairness foster a positive work environment, where employees are more likely to engage in productive and collaborative behaviors. Additionally, Hermanto and Srimulyani (2022) emphasized that when teachers perceive justice in organizational processes, it encourages them to be more motivated and committed to their roles, benefiting both individual teachers and the organization as a whole. Moreover, Jain et al. (2023) highlighted that fairness in the workplace not only enhances job satisfaction but also reduces conflict, creating a more cohesive and supportive organizational culture.

## 3.3 Extent of Conflict Resolution Skills of Public School Teachers

Table 3 presents the conflict resolution skills of teachers, including stress management skills, collaborative skills, and competing skills, based on the mean scores and standard deviations. The overall mean of 3.89 is categorized as "extensive" across the three areas. Among the indicators, competing skills have the highest mean of 4.14, followed closely by collaborative skills with a mean of 4.06. Stress management skills have a mean of 3.46, categorized as "extensive." These results suggest that teachers are proficient in managing conflicts, with particular strengths in competing and collaborative approaches. Teachers exhibit a balanced ability to assert their positions and resolve conflicts while maintaining cooperation and open communication.

These findings align with previous research by Rahim (2023), who noted that effective conflict resolution skills, including collaboration and competition, enhance interpersonal relationships and improve team dynamics in organizations. Furthermore, Kassymova et al. (2019) argued
<table><caption>Table 3. Extent of Conflict Resolution Skills of Public School Teachers</caption><thead><tr><th>Indicators</th><th>SD</th><th>Mean</th><th>Descriptive Level</th></tr></thead><tbody><tr><td>Stress management skills</td><td>1.13</td><td>3.46</td><td>Extensive</td></tr><tr><td>Collaborative skills</td><td>1.08</td><td>4.06</td><td>Extensive</td></tr><tr><td>Competing Skills</td><td>1.03</td><td>4.14</td><td>Extensive</td></tr><tr><td><strong>Overall</strong></td><td><strong>1.09</strong></td><td><strong>3.89</strong></td><td><strong>Extensive</strong></td></tr></tbody></table>

that when individuals effectively manage stress and conflict, they contribute to a positive and productive environment, which is vital for educational settings. Additionally, Omene (2021) emphasized that individuals who possess strong conflict resolution skills are better equipped to foster constructive dialogue, ultimately leading to improved decision-making and greater organizational success

## 3.4 Significance of the Relationship between Organizational Citizenship Behavior, Managerial Fairness on Conflict Resolution Skills

Table 4 shows the results of the correlation analysis between organizational citizenship behavior, managerial fairness, and conflict resolution skills. The relationship between organizational citizenship behavior and conflict resolution skills has a correlation coefficient of 0.414 with a p-value of 0.000, which is less than the 0.05 level of significance. This indicates a significant positive relationship between organizational citizenship behavior and conflict resolution skills. Similarly, the relationship between managerial fairness and conflict resolution skills has a correlation coefficient of 0.638 with a p-value of 0.000, indicating a strong and significant positive relationship between managerial fairness and conflict resolution skills. These findings suggest that both organizational citizenship behavior and managerial fairness are positively related to conflict resolution skills, meaning that higher levels of organizational citizenship behavior and managerial fairness are associated with better conflict resolution abilities.

This finding supports the study of Arshad et al. (2021), who found that organizational citizenship behavior is positively associated with enhanced conflict resolution skills. The prosocial and cooperative behaviors exhibited by employees foster a more collaborative atmosphere, making conflict resolution more effective. Furthermore, the study by Lalitha (2024), supports the idea that organizational citizenship behavior contributes to positive working relationships,

which are essential for resolving conflicts constructively. Regarding managerial fairness, this finding aligns with the research of Raines (2019), who emphasized that fair treatment and transparency in organizational processes enhance employees' conflict resolution abilities. When employees perceive justice, they are more likely to engage in positive behaviors, including constructive conflict resolution, as they trust the fairness of the process.

## 3.5 Significant Influence of Organizational Citizenship Behavior, Managerial Fairness on Conflict Resolution Skills

Table 5 presents the results of the multiple regression analysis examining the influence of organizational citizenship behavior and managerial fairness on conflict resolution skills. The analysis shows that both organizational citizenship behavior and managerial fairness significantly affect conflict resolution skills. Specifically, organizational citizenship behavior has a positive influence on conflict resolution skills, with a standardized coefficient of 0.139, a t-value of 2.242, and a p-value of 0.026, which is less than the 0.05 level of significance. This indicates that as OCB increases, so does the ability to resolve conflicts, though the influence is relatively modest.

Managerial fairness, on the other hand, shows a stronger influence with a standardized coefficient of 0.570, a t-value of 9.215, and a p-value of 0.000, indicating a highly significant and positive impact on conflict resolution skills. For every unit increase in managerial fairness, conflict resolution skills improve more significantly than with organizational citizenship behavior.

When considering the combined influence of both predictors, the R value is 0.649, indicating a moderate to strong positive relationship with conflict resolution skills. The R² value of 0.421 shows that 42.1% of the variance in conflict resolution skills is explained by the combined Effect of organizational citizenship behavior and managerial fairness. Additionally, the model is
<table><caption>Table 4. Significance of the Relationship between Organizational Citizenship Behavior, Managerial Fairness on Conflict Resolution Skills</caption><thead><tr><th rowspan="2"></th><th colspan="3">Conflict Resolution Skills</th></tr><tr><th>R</th><th>p-value</th><th>Remarks</th></tr></thead><tbody><tr><td>Organizational Citizenship Behavior</td><td>0.414</td><td>0.000</td><td>Significant</td></tr><tr><td>Managerial Fairness</td><td>0.638</td><td>0.000</td><td>Significant</td></tr></tbody></table>

<table><caption>Table 5. Significant Influence of Organizational Citizenship Behavior, Managerial Fairness on Conflict Resolution Skills</caption><thead><tr><th rowspan="2">Singular Influence of the Predictors</th><th colspan="4">Conflict Resolution Skills</th></tr><tr><th>Standardized Coefficients</th><th>T</th><th>p-value</th><th>Remarks</th></tr></thead><tbody><tr><td>Constant</td><td>0.851</td><td>3.768</td><td>0.00</td><td>Significant</td></tr><tr><td><strong>Organizational Citizenship Behavior</strong></td><td>0.139</td><td>2.242</td><td>0.026</td><td>Significant</td></tr><tr><td><strong>Managerial Fairness</strong></td><td>0.570</td><td>9.215</td><td>0.000</td><td>Significant</td></tr><tr><td>Combined Influence of the Predictors</td><td></td><td></td><td></td><td></td></tr><tr><td>R</td><td>0.649</td><td></td><td></td><td></td></tr><tr><td>R<sup>2</sup></td><td>0.421</td><td></td><td></td><td></td></tr><tr><td>F</td><td>71.689</td><td></td><td></td><td></td></tr><tr><td>P</td><td>0.000</td><td></td><td></td><td>Significant</td></tr></tbody></table>

statistically significant, as indicated by the F-value of 71.689 and the p-value of 0.000. This suggests that both organizational citizenship behavior and organizational justice together provide a significant explanation for differences in conflict resolution skills. Therefore, the findings highlight that both factors are important contributors to enhancing conflict resolution abilities, with managerial fairness having a stronger impact.

This finding aligns with the principles of Social Exchange Theory by Blau (1964), which posits that positive social interactions, such as organizational citizenship behavior (OCB), create an environment of mutual benefit and trust. When teachers engage in OCB—helping colleagues beyond their job requirements and promoting a collaborative atmosphere—they contribute to a culture where reciprocal benefits are exchanged. These positive social exchanges can lead to stronger conflict resolution skills because individuals are more likely to engage in cooperative behaviors when they perceive that fairness and mutual respect are present in their relationships. Teachers who experience fairness and trust in the workplace are more likely to resolve conflicts amicably, focusing on win-win solutions rather than engaging in destructive behaviors.

Moreover, the Equity Theory by Adams (1965) further supports these findings by highlighting that individuals are motivated by fairness in their interactions and the allocation of resources. According to the theory, when teachers perceive

fairness in terms of workload, rewards, and responsibilities (i.e., distributive justice), they are more likely to engage in behaviors that contribute to the collective good of the organization, such as resolving conflicts constructively. Distributive justice directly impacts how teachers perceive their work environment, and when they feel that rewards and responsibilities are fairly distributed, they are more inclined to exhibit positive behaviors, including conflict resolution skills.

Additionally, the Dual Process Model of Conflict Resolution by De Dreu and Gelfand (2008) offers additional insights, suggesting that people resolve conflicts through two primary strategies: collaborative and competitive. The model emphasizes the importance of both strategies in conflict resolution, depending on the situation. In contexts where teachers experience a high level of organizational justice and engage in OCB, they are more likely to adopt a collaborative approach to conflict resolution. This means that they focus on cooperation, mutual respect, and understanding, seeking solutions that benefit all parties involved. On the other hand, when organizational justice is lacking or OCB is low, teachers might be more inclined to resort to competitive strategies, leading to destructive conflict outcomes.

## 5. CONCLUSION

Based on the findings of the study, the following conclusions were formulated:

Organizational citizenship behavior among teachers is always observed. It suggests that
teachers consistently go beyond their formal job responsibilities, willingly assisting colleagues, supporting school initiatives, and fostering a collaborative work environment. This behavior enhances teamwork, strengthens professional relationships, and contributes to a positive school climate.

Managerial fairness among teachers is always observed. It indicates that teachers perceive fairness in decision-making processes, resource distribution, and interpersonal treatment within their institutions. This perception of justice fosters trust, job satisfaction, and a strong sense of commitment among educators, leading to a more engaged and motivated workforce.

Conflict resolution skills among teachers are oftentimes observed. It suggests that while teachers generally possess the ability to manage and resolve conflicts effectively, there may still be instances where challenges arise in handling disagreements. This highlights the need for continuous development in conflict management strategies to ensure a harmonious and cooperative work environment.

There is a significant relationship between organizational citizenship behavior and conflict resolution skills. Additionally, a significant relationship is observed between managerial fairness and conflict resolution skills. It suggests that teachers who actively engage in citizenship behaviors and perceive fairness in their workplace are more likely to adopt constructive conflict resolution approaches. These factors contribute to a more cohesive and cooperative professional environment, reducing workplace tensions and fostering collaboration.

Organizational citizenship behavior and managerial fairness significantly predict conflict resolution skills. It implies that fostering a culture of fairness and encouraging teachers to go beyond their required duties can enhance their ability to resolve conflicts effectively.

# 6. RECOMMENDATION

Based on the findings and conclusions of the study, the following recommendations are proposed:

Given that the extent of organizational citizenship behavior among teachers is very extensive, schools may further reinforce and sustain this positive behavior by fostering a culture of collaboration and professional engagement. School administrators may support

organizational citizenship behavior by recognizing and rewarding teachers who go beyond their formal job roles, promoting mentorship programs, and encouraging teamwork through collaborative professional development initiatives. Teachers may sustain organizational citizenship behavior by actively engaging in peer support, participating in school-wide initiatives, and fostering a spirit of volunteerism in academic and extracurricular activities.

Since managerial fairness among teachers is also very extensive, maintaining and enhancing fairness in school policies, decision-making processes, and interpersonal interactions may be a priority. School administrators may ensure fairness by establishing transparent evaluation systems, promoting equal opportunities for professional growth, and consistently communicating decisions affecting teachers. Additionally, fostering an open feedback culture where teachers feel heard and valued will further reinforce organizational justice and strengthen trust in the institution.

The conflict resolution skills of teachers were described as extensive, indicating that they possess strong abilities in managing conflicts effectively. To further enhance these skills, schools may implement conflict management training programs, provide peer mediation opportunities, and integrate structured discussions on conflict resolution strategies into professional development sessions. Encouraging teachers to engage in reflective practices and collaborative problem-solving approaches can further strengthen their ability to handle conflicts constructively.

Since the correlation between organizational citizenship behavior and conflict resolution skills was found to be significant, schools may capitalize on this relationship by promoting a culture where teachers are encouraged to extend help beyond their responsibilities, as it enhances their ability to manage conflicts. Administrators may encourage teachers to take on leadership roles in school activities, fostering an environment of mutual respect and cooperation, which in turn contributes to more effective conflict resolution.

Similarly, given the significant correlation between managerial fairness and conflict resolution skills, schools may prioritize fair and just treatment of teachers to enhance their capacity to resolve conflicts. Ensuring equity in
workload distribution, fostering open communication between administrators and faculty, and implementing fair grievance procedures can further support teachers in developing constructive conflict-resolution strategies.

Lastly, since both organizational citizenship behavior and managerial fairness significantly predict conflict resolution skills, it is imperative for the Department of Education (DepEd) and school administrators to recognize the importance of fostering both factors in the school environment. DepEd may implement policies that encourage schools to strengthen a culture of fairness and collaboration, while school administrators should actively promote initiatives that reinforce organizational citizenship behavior and maintain just practices. Investing in programs that enhance both organizational citizenship behavior and organizational justice will ultimately contribute to more effective conflict resolution skills among teachers, leading to a more harmonious and productive educational environment.

## CONSENT AND ETHICAL APPROVAL

The study was carried out in full accordance with recognized ethical standards, ensuring the protection of participants' rights, dignity, and overall well-being. Before any data collection began, the researcher obtained all necessary approvals, including a formal endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and ethical clearance from the institution's Ethics Review Committee. The procedures adhered to the ethical framework outlined by Pregoner et al. (2025), aligning with current protocols for educational research involving human participants. Participation in the study was entirely voluntary, and all respondents were clearly informed of the study's purpose, scope, and their right to refuse or discontinue participation at any time without repercussions. Informed consent was duly obtained as confirmation of their agreement to take part. No identifying personal information was gathered, and all data were treated with strict confidentiality. The collected information was solely intended for academic use, and the research process was carried out with transparency, integrity, and full ethical accountability.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing

and editing of this manuscript. The details of the AI usage are as follows:

1. **Grammarly:** Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. **Quillbot:** Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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