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Conflict is inevitable and inseparable from human interactions. Thus, conflict is not the problem but part of the solution. As teachers and administrators work together, the foundation of a sound climate is possible. This study ascertained the conflict resolution and grievance management system in the Schools Division of Las Piñas (SDLP). Researcher-made questionnaires with a Likert scale were utilized. They were validated by five experts and were pilot-tested in the Schools Division of Parañaque. The questionnaires were analyzed through an Exploratory Factor Analysis (EFA) with Kaiser-Meyer-Olkin (KMO) to measure sample adequacy and Bartlett's Test of Sphericity for significant correlation of variables, followed by Cronbach's alpha with a 0.70 threshold. This research adopted the Input Process Output (I-P-O) model and employed a descriptive-comparative research design. Samples were determined through the rule of ten (1 variable:10) before distribution per strata. This research used frequency and percentage, mean and standard deviation, t-test for independent samples, analysis of variance (ANOVA), and ranking to determine administrators' CRS. The respondents of this study were 227 teachers and 94 administrators from the thirteen Junior High Schools of the SDLP. The findings of this study revealed that most of the teachers and administrators were female, and most were married. Both respondents earned units leading to a master's degree. Teacher 1 dominates the teacher population; most administrators were OIC/ designates. Further, the data suggests that teachers were aware of the grievance machinery, and no significant differences were noted between teacher demographics and awareness of the grievance machinery. Moreover, collaborating strategy was the preferred CRS among teacher and administrator respondents. However, administrators with the most years of teaching experience have significant differences in accommodating strategies. Respondents' CRS differed significantly when compared, as revealed in the following: there were significant differences in the CRS of TA vs. AT according to avoiding and compromising strategies; there were also significant differences in the CRS of the TA vs. TCt according to compromising strategy. Lastly, there were significant differences in CRS of the AT vs. TCt, according to avoiding and compromising strategies. Moreover, administrators' perceptions of conflict arising from administrative functions on planning, organizing, directing, and evaluating vary depending on the magnitude of the situational conflict. Finally, it is recommended that the Schools Division Office of Las Piñas should adopt a conflict management training program as an intervention mechanism to promote collaboration for organizational development. |