¹Joey E. Amaquin, ²Rocelyn N. Sibag

¹Faculty, English Department, Cabatuan National Comprehensive High School

²Faculty, English Department, Janiuay National Comprehensive High School

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i5n18

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ABSTRACT

The purpose of the study was to examine the critical role of conflict resolution in the English classroom where diverse ethnic and linguistic backgrounds often contributed to misunderstandings, power struggles, and behavioral differences. This research focuses on common classroom conflicts, the drivers of conflicts, and the methods provided for effective resolution that are used in public schools. The research was conducted among six secondary public school English teachers who were interviewed, with all providing their perspectives and approaches to conflict resolution. Researchers use semi- structured interview methods with teachers. Data were analyzed following Creswell’s qualitative design and inductive coding techniques. The research revealed the primary challenge of English classroom environments: conflicts are often the result of language difficulties, cultural issues, and interpersonal relationship problems, all of which weaken from student participation and upset the overall classroom environment. Teachers resolve these conflicts mainly through collaborative learning experiences using mediation, encouraging empathy, and using systematic classroom management strategies. The research emphasizes the need to empower and develop educators with high-level conflict resolution skills that are needed in promoting peaceful and inclusive learning communities towards the aspirations of sustainable development.

KEYWORDS:

conflict resolution, classroom management, teacher training, cultural diversity, qualitative research

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VOlUME 04 ISSUE 05 MAY 2025