This study explored the relationship of organizational conflict to organizational culture and spiritual maturity of teachers and administrators in selected tertiary schools in the Philippines. The organizational conflict model development by Mealiea and Latham (1996) served as the theoretical framework for the study.

Data were obtained from 340 teachers and administrators from nine Adventist tertiary schools in the Philippines. Participants responded to the Rahimn Organizational Conflict inventory I-II (ROCI-I & II), the Organizational Culture Scale (OCS) and the Thayer Long-Form Faith-Maturity Scale (TFS). A survey questionnaire was developed to gather information on the sources, problems, and effective approaches in conflict management.

Major findings in this study led to the following conclusions: The predominant level of conflict among tertiary schools was intergroup followed by intragroup and interpersonal conflicts. The level of organizational culture of tertiary institutions was slightly favorable. This level of spiritual maturity of teachers and administration was moderately high. There was a positive relationship between organizational culture and spiritual maturity. Integrating and compromising styles were the preferred conflict management styles of teachers and administrators. Teachers and administrators differed significantly in integrating, compromising, and obliging styles in dealing with their conflicts with peers superiors and subordinates.

The three levels of conflict were related negatively to spiritual maturity and organizational culture. Intrapersonal conflict had the lowest negative correlation with organizational culture but he highest in spiritual maturity. Intragroup conflict correlated moderately high with organizational culture and spiritual maturity. Intergroup conflict had the highest correlation with organizational culture but the lowest in spiritual maturity. Combined levels of organizational conflict negatively but significantly related to spiritual maturity and organizational culture including its factors of achievement, coordination, organizational change and decision, and cultural strength.

A significant correlation was found among conflict management styles of teachers with organizational culture and spiritual maturity. The highest relationship was found in the combined styles of teachers and administrators showed a positive relationship with spiritual maturity and organizational culture, including its factors.

Predictive models were found in all levels of organizational conflict. Intergroup predictors were organizational achievement, integrating style of teachers, accommodating style of administrators, and educational attainment. Predictors of intragroup conflict were integrating style of teachers, organizational change, obliging style of teachers, and age. Organizational achievement was the predictor of intrapersonal conflict.

Predictive models were found among the teachers’ and administrators’ predominant styles. The predictors for teachers’ integrating style were organizational achievement, intragroup level, spiritual maturity and organizational coordination. The administrators integrating style had predictors of spiritual maturity, and intragroup level. And the predictors for combined style of teachers and administrators were factors of organizational culture, spiritual maturity, and school size.

The study found communication failure, poorly designed structure, and personal difference as among the top sources of conflict. Failure to fulfill commitment, withholding information, and avoiding the reality of conflict were among the internal problems the respondents encountered in conflict management. The respondents indicated development of spiritual and moral values, building trust among workers, and open communication as the most effective approaches in restraining and managing conflict.

Major recommendations include: (a) conducting or in-serve training in conflict management for teachers and administrators; (b) Establishing spiritual formation program; (c) improving organizational culture of communication, coordination, achievement, decision making, and change; and (d) replication of the study with additional variables particularly on Biblical components of conflict management.