School Operational Efficiency: A Study of Time Management, Conflict Resolution Skills and ICT Integration of Teachers

Abstract

This study explored how teachers’ time management, conflict resolution skills, and technology integration shaped school operational efficiency in selected five public elementary schools Negros Occidental during School Year 2025–2026. Grounded on Goal Setting Theory, the Thomas Kilmann Conflict Mode Theory, and the Technology Acceptance Model, the research focused on understanding how these competencies influenced efficiency across the dimensions of access, equity, quality, resiliency, and well being. A descriptive correlational design was used, with data gathered through a researcher developed survey questionnaire administered to public elementary school teachers. The responses were analyzed using descriptive statistics and correlational methods to identify patterns and relationships. Findings showed that teachers generally exhibited very high level of skills in managing their time, resolving conflicts, and integrating ICT into their work. School operational efficiency was likewise rated high, suggesting that schools were able to deliver services effectively despite contextual challenges. Statistical analysis confirmed significant positive correlations of time mangement, conflict resolution skills and ICT integration of teachers to school operational efficiency in terms of access, equity, quality, resiliency and well-being. The study concluded that strengthening these competencies among teachers contributed to more effective and sustainable school operations, equitable resource distribution, and resilience in times of disruption. It recommended continuous professional development programs that emphasize time management strategies, conflict resolution training, and digital literacy enhancement. The findings offered valuable insights for DepEd policymakers, school administrators, and teachers in building a more inclusive, productive, and resilient educational environment.