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Thesis Title Conflict Management Of Islamic Private School Administrators
In Pattani Province
Author Mr. Isama-ae Moobing
Major Program Islamic Educational Administration and Management
Academic Year 2012

ABSTRACT

The objectives of this study are to identify causes of conflicts and
conflict management among the administrators of Islamic private schools in Pattani
province; and to compare and contrast the conflict management methods employed by
these administrators in according to age, academic qualification, administrative
experience, and school size. 102 directors and managers of Islamic private schools in
Pattani province were selected using simple random sampling technique. A
combination of quantitative and qualitative methods was utilized in this study. Five-
level scale questionnaire which consisted of 4 parts was used to collect quantitative
data. Cronbach’s Alpha test was employed to test internal consistency of the
questionnaire. The results showed that the Cronbach’s Alpha coefficient for the
respondents groups was .82. Percentage, mean, standard deviation, t-test and
ANOVA were employed as tools for analysis of the data obtained from survey-based
questionnaire. Semi-structured interview was also used to collect qualitative data to
support the quantitative data obtained from the survey.

The findings in this study show that:

1. The causes of conflicts in Islamic private schools in Pattani province could
be classified into personal factors, interpersonal factors, and organizational factors,
respectively.

2. The administrators employed the following methods for conflict resolutions:
compromise, mediation, cooperation, reconciliation, confrontation, pressure and
avoidance.

3. The findings further indicated that, in general, there were no differences in
methods used by the administrators in conflict resolution. More specifically, there
were no statistically significant differences in the use of conflict resolution methods
among the respondents of the same age group, except for mediation and
reconciliation. As for the school size, the findings showed no significant differences
among these administrators, except the method of reconciliation, which was
significant at 0.05 level of significance.