DIVERGENCE MANAGEMENT AND TEAM BUILDING COMPETENCE OF

SECONDARY SCHOOL ADMINISTRATORS OF

CARAGA NORTH DISTRICT

THESIS SUBMITTED TO THE FACULTY OF

PROFESSIONAL EDUCATION OF THE
RIZAL MEMORIAL COLLEGES - DAVAO CITY,
IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF

MASTER OF ARTS IN EDUCATION

(Educational Management)

JUNE,2022
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Schools are prone to divergences and breakdown in communication

especially in an age where all role-players are aware of their rights. School-

based divergence can be ignited by several factors. Yet, school administrators

as managers, are expected to be able to creatively build the team free from

divergences in schools. Engagement is common in all aspects of life

(Donovan, 1993) and exists on all levels (Green, 1984; Marion, 1995).

Accordingly, the task of managing divergence is an essential task for leaders

in all types of higher education institutions on all levels (Brown, Martinez and

Daniel, 2002; Green, 1984; Haas, 1999; Harmon, 2002; Marion, 1995; Pepin,

2005). Further, divergence management in an educational institution was

demonstrated in Green‘s (1984) research that examined divergence

management among superiors, faculty, students, and outsiders. Green further

found out that academic department chairs, in 23 land grant universities used

various styles for divergence management. The leaders' divergence

management styles differed by department, gender, age, and years’ work

experience.

Additionally, in educational institutions, Blackburn (2002) asserts that

divergences arise on a day-to-day basis, and require specific behaviors by

leaders. Scholars have been adept in identifying divergence management as

an important skill for leadership in community colleges. In one study,

researchers found that school community administrators and faculty agreed

that divergence management was the most often identified skill in leadership

needed by administrators and faculty members (Cooper and Pagotto, 2003).

Further, in a national study of community college academic leaders,

researchers reported divergence resolution as a vital ability for school

community leaders (Brown et.al., 2002).

In Davao Oriental, a recent experience on dealing with the challenges

brought about by the pandemic sometimes fosters misunderstanding and

grudges among the teachers and some of the school administrators. This

scenario has challenged the divergence management and team building skills

of school administrators. This motivated the researcher to address the need

soonest. Thus, this study will be undertaken.

Objectives

Generally, the study will assess the effectiveness of divergence

management skills and team building competence of public secondary school

administrators in the Division of Davao Oriental in improving school

management.

Specifically, the study aims to:

1. Determine the levels of divergence management skills of school

administrators for effective school management according to the following:

a. Competition;

b. Collaboration;

c. Compromise;
 d. Avoidance; and

e. Accommodation

2. Determine the levels of team building competence of administrators for

effective school management according to the following:

a. Shared goals;

b. Interdependence;

c. Commitment; and

d. Accountability

3. Determine whether there is a significant relationship on divergence

management and team building competence of administrators for effective

school management.

Significance of the Study

The Education Sector

The result of the study would serve as a reference material for school

administrators and principals, teachers, researchers and other stakeholders in

the education sector in matters related to divergence resolution and team-

building. The result of the study would increase their level of understanding

with regard to handling their subordinates and co-workers in their respective

workplaces or institutions. This would also tell what particular attitude or

behavior needs to be enhanced and improved.

Government Agencies and Other Organizations

 The result of the study would serve these organizations in formulating

efficient and effective divergence management for public school heads,

managers and teachers that would result to better school management.

Moreover, policy makers can use the study to come up with informed

policies/decisions on how divergence resolution skill and team building

competence be implemented to the workplace.

Students

When work attitudes of teachers are disclosed through the result of this

study, corrective measures, if necessary would be applied. In the end, the

students would benefit from this study.

Scope and Limitation of the Study

The study would assess the divergence management and team

building competence of school administrators in Caraga North District Division

of Davao Oriental. Schools covered in this study limited to the public

secondary schools in Division of Davao Oriental.

The divergence management will be limited to the following; competition,

collaboration, compromise, avoidance, and accommodation. On the other

hand, the team building competence will be delimited to the following; shared

goals, interdependence, commitment, and accountability.

The respondents of the study will be the school administrators/school

principals and teachers who will answer the research instrument or the

questionnaire. Further, the study will be conducted from November 2021 to

March 2022.
 Definition of Terms

The following are the key terms used…..

Accommodation-

Avoiding- it is a divergence management style which is often seen by a

party's retreat and evasion of resolving the divergence.

Collaboration-

Commitment to teamwork – it refers to the dedication of a teacher to work in

a team or group of teachers.

Competition-

Competencies and skills – it refers to the proficiency of the teacher in

decision making skills, communication skills, subject mastery, lesson

preparation and presentation and classroom management.

Compromising- it discusses an intermediate concern for self and others, with

both parties cooperating to reach an acceptable middle ground.

Divergence - it is a process which starts when an individual perceives that

someone has frustrated, or is about to frustrate (Thomas, 1976).

Divergence management- it involves designing effective strategies to

minimize the dysfunctions of divergence and maximize the constructive

functions of divergence in order to enhance learning and effectiveness in an

organization.
Divergence Management Skills – it refers to the skills needed to identify and

deal with divergences constructively. These skills include using neutral

language, active listening, identifying and understanding distinct points of

view, identifying problems, and negotiating and mediating to resolve disputes.

Dominating- it refers to an individual who uses the dominating divergence

style such as forceful behaviors to achieve the desired position.

Effectiveness –it refers to the efficacy of school-based rewards to teachers’

and students’ performance.

Interdependence-

Integrating- it is a divergence management style that refers to working

together for a possible win-win outcome in a problem solving manner.

Obliging-it is a divergence management style when an individual will often

take a lose-win approach and forfeit their own wants for those of the other

party involved.

Shared goals-

School Administrators – it refers to the one who administers a school, either

a principal, head teacher or teacher-in-charge.

Team-building – it refers to individuals working together in a cooperative

environment to achieve common team goals through sharing knowledge and

skills.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Divergence Management

Divergence is certain as long as there is a human element present.

Thus, divergence is a pervasive aspect in both social circles and professional

interactions. Landau and Landau (2001) state that divergence exist in all

human relationships. It always has and probably will.

It is not a phenomenon; it is inevitable when more than one person is

involved in any enterprise or endeavor (Burnside, 2008). Divergence is

normal, natural, necessary and the problem is not the existence of divergence

but how we handle it (Mayer, 2008).

Accordingly, leading individuals entails teaching and coaching

employees. Leading groups involves team building and divergence resolution.

Leading the organization and its units relates to building effective

organizational cultures and managing change. Linking the organization and its

units involves networking and negotiating (Mintzberg, 2004).

Rasberry and Lemoine (1986) note certain steps within the realm of

managing divergence that may lead to effective decision making and

therefore the successful resolution of problems. Firstly, knowledge of the

parties involved in the divergence may be useful in resolving divergences.

Secondly, emotions must be considered when resolving divergences. This is

because people cannot be rational and act in a thinking mode when their

emotions are overruling their logic. A cooling off period may be used to

ensure that all parties involved in the divergence are not consumed by their

emotions. Additionally, the reassurance of the value and importance of

individuals may reduce anxieties associated with divergences.

Divergence management requires managers to possess communication

skills. Manager will require communication skills to motivate others, as well as

form teams and build relationships like responding to divergences by

implementing divergence-handling behavior, which included discussing issues

in private and keeping all the relevant parties calm and utilized a flexible or

open minded approach. The bar managers responded to divergence when

employing the role of problem resolver by implementing divergence-handling

behavior. This included obtaining all sides of the story before proceeding to

act, keeping the relevant parties calm and responding in a polite manner

(Water, 2000).

Causes and Sources of Divergence

Msila (2012) highlight the causes or sources of divergence. These

include competition for rewards, whereby organizational members compete

for limited rewards in the form of promotions or raises Divergence may also

be caused by functional divergence between organizational functions or

departments. Differences in values and goals between individuals or

organizational departments may also lead to divergence. Deficiencies in

information, such as not receiving a message or misinterpreting an

instruction, may also result in divergence.

Divergence may also be caused by role divergence, which entails

conflict regarding what is expected from organizational members.

Incompatibilities between organizational levels and status divergence, which

entails divergence associated with the status or ranking of organizational

members, may also be a source of divergence. Additional sources of

divergence include personal differences and incompatibilities and

environmental stress (Johnson, 2003).

Divergence management is a process which uses a strategy or series of

strategy to support individuals or groups in learning about divergence

situation so that transformative action can take place (Tschannen-Mora,

2001). It is also often consists of different types of prevention form or

resolution strategies.

The Rahim Organizational Divergence Inventory (ROCI-II) is a

mechanism for measuring five ways in which individual responds to the

divergence. The five divergence handling styles identified stem from the work

of Blake and Mouton (1964) and their notion of the management grid.

Five management styles were later modified into five divergence handling

styles: avoiding, compromising, dominating, integrating, and obliging (Rahim

et.al.,1985).

In particular, school heads or managers must manage divergence

among peers, subordinates, external constituents, and students. For example,

De Lima (2001) discusses the bureaucratic nature of the public elementary

school and the need for divergence management as a result of executive

leaders ‘interactions with many groups such as the community, board

members, faculty, students, four year universities, high schools, and many

other groups. These interactions create situations for divergence to arise, and

thus require specific behaviors on the part of leaders.

Constructive divergence can lead to, easier transitions in change,

increased effectiveness, better communication, increased involvement,

increased productivity, and improved problem-solving quality (Keyser, 2003).

Destructive divergence is defined as a social situation in which there

are perceived incompatibilities in goals or values between two (or more)

parties, attempts by the parties to control one another, and antagonistic

feelings toward each other (Fischer, 2006).

Deutsch (1977) states that destructive divergence has a tendency to

expand and escalate. Destructive divergence has been found to lead to uncivil

behaviors in the workplace (Fischer, 2006; Rahim, 2001). Consequently, an

increase in workplace incivility negatively influences workers’ health, attitudes,

and performance (Brown & Sumner, 2006). Researchers have stated that

workplace incivility is not a single experience but a continuing process,

furthermore, acts of incivility in the workplace are increasing (Buhler et. al.,

2003).

Senior level administrators can experience both constructive and

destructive divergence. Blackburn (2002) proposes that the way divergence is

managed can influence whether the divergence impacts the organization

positively or negatively. Leithwood, Seashore-Louis, Anderson, and Wahlstrom

(2004) reported that constructive divergence could foster collaboration and

lessen groupthink. Groupthink has been defined as a manner of thinking that

happens when people are intensely involved in a group where individuals

move away from their own thoughts to obtain unity (Janis, 1982).

Robbins (1974) states that while divergence could be dichotomized into

constructive and destructive types. As mentioned earlier, managing

divergence is cited as a critical task for leaders (Green, 1984 and Pritchard,

1985). Leaders spend a considerable amount of time managing divergence

(Adams, 2006). Recent studies showed that leaders spend between 20%

(DuBrin, 2004 and Thomas, 1992) to 40% (Stanley and Algert, 2007) of their

time managing divergence. Divergence management can have positive or

negative outcomes for organizations (Rahim, 2001).

When divergence is not managed successfully, findings from research

studies show there are increased incidents of counterproductive workplace

behaviors (i.e. workplace incivility) (Penney and Spector, 2005).

Workplace incivility can lead to unmanaged divergence; subsequently,

unmanaged divergence can lead to workplace incivility; and workplace

incivility can lead to unmanaged divergence that gives research-based

support of the spiraling nature of workplace incivility. Workplace incivility

incidents are described as acting with disregard for others in the workplace, in

violation of workplace norms for respect (Rundee, et.al, 2010).

Researchers have found that workplace incivility leads to negative

outcomes such as lower productivity, decreased job satisfaction, and

increased turnover (Buhler et. al., 2003). For example, Penney and Spector

(2005) reported that workplace incivility and divergence are negatively related

to job satisfaction, so as incivility and/or divergence increases, job satisfaction

decreases. Likewise, Cortina et.al (2001) finds that workplace incivility led to

decreased job satisfaction, job withdrawal, psychological distress, increased

turnover and reduced organizational commitment in an integrative literature

review on incivility.

Keenan and Newton (1985) report that unresolved workplace incivility

is one of the largest reducible organizational costs. Negative effects on

organizations and individuals alike support the significance of conducting

researching on workplace incivility (Cortina et. al, 2001). Incident-based

models drawing on qualitative studies including perspectives of targets and

key informants underlined that the occurrence and management of

divergences at work may create a breeding ground for becoming a target or a

perpetrator of bullying (Msila, 2011).

Three studies moreover specified which particular reactions from the

employee confronted with a divergence associated with bullying. Their

findings linked divergence to being a target of bullying through productive

(i.e. problem-solving) and destructive (i.e. yielding, avoiding or fighting)

divergence management styles (Aquino, et. al, 2000). Building on the

conceptual difference between divergence and workplace bullying, research

explored their association both in incident-based models and using

quantitative data. Drawing on the analysis of bullying incidents, scholars have

developed models describing divergences as an important trigger of

workplace bullying. Elaborating on insights from targets, these models

attribute bullying to unresolved divergences in which the parties involved

focus on each others' differences (Glasl,1982, 1994; Zapf and Gross, 2001)

and in which the weaker party is gradually stigmatized in his or her role as a

target (Cortina, et.al., 2001).

Recently, based on bullying incidents elaborated by key informants

such as union representatives and human resource managers, Baillien and

colleagues (2009) develop a Three-Way Model that advances the earlier

models in two ways. Firstly, it further specifies the meaning of unresolved

divergences by defining two divergence components: the occurrence of

divergences at work and the way divergences are managed by the parties

involved (i.e. their divergence management styles). These two divergence

components may independently contribute to bullying (i.e. main effects); or

the divergence management styles may boost versus weaken the relationship

between the occurrence of divergences and bullying (i.e. interaction effects)

as certain ways of dealing with divergences may particularly lead (many)

divergences to escalate into bullying while others prevent such an escalation.

Secondly, the Three-Way Model explicitly describes the mechanisms

that may lead an employee confronted with one or more divergences to

become a target versus a perpetrator of bullying. Specifically, when the

employee in divergence adopts a de-escalated divergence management style,

this will prevent him/her from becoming a target or a perpetrator of bullying.

However, when the employee adopts an escalated divergence management

style, he/she may become a target versus a perpetrator of bullying based on

the amount of power he/she claims in the divergence situation. Being a

perpetrator of bullying will most likely develop from applying escalated

divergence management styles that reflect power and will be prevented by

applying divergence management styles that reflect less power, yielding a

weaker position in the divergence.

Being a target of bullying by contrast, will most likely develop from less

powerful escalated divergence management styles and will be prevented by

adopting powerful divergence management styles that empower the

employee in the divergence.

Workplace Bullying and Occurrence of Divergences

Studies reveal that workplace bullying may be triggered by the

occurrence of divergences at work. Presented with a list of possible triggers of

bullying, unresolved divergences belong to the top five most indicated causes

of bullying from the target’s perspective (Blunt, 2009). Targets of bullying

perceived more divergences than non-victims. Likewise, departments with

many bullying incidents showed a poorer social climate with more divergences

as compared to departments with few bullying incidents (Agervold, 2009).

Similarly, investigating the relative strength of a broad range of

organizational antecedents of bullying (i.e. job stressors, leadership behavior

and organizational climate), interpersonal divergences proved to be one of

the strongest predictors of being a target of bullying (Hauge et al., 2007).

These results align with Ayoko and colleagues (2003) who, by means

of a multi-method approach, find that divergence incidents successfully

predicts workplace bullying and with Baillien and De Witte (2009) who
observe that bullying among Belgian employees was predicted by a high

number of divergences in the team.

Workplace Bullying and Divergence Management Styles

Investigating divergence management at work, Ayoko and colleagues

(2003) find that productive reactions to divergences (i.e. solving the

divergence) related to a decrease in bullying, whereas destructive reactions to

divergences (i.e. ignoring the divergence or struggling for power) encouraged

bullying. Aquino (2000) finds a positive association between yielding and

indirect victimization (i.e. rather invisible forms of aggression, such as being

sabotaged in the job) as well as between avoiding and direct victimization

(i.e. more overt, visible forms of aggression, such as being cursed at). In a

study focusing on divergence management styles within the team, exposure

to bullying was predicted by a high tendency in the team to use a forcing

divergence management style and by a low tendency in the team to apply a

problem solving divergence management style (Baillien and De Witte, 2009).

In sum, several studies have detected a range of reactions to

divergence that may encourage or discourage bullying, albeit exclusively from

the target’s perspective. Drawing on the Three Way Model (Baillienet et. al.,

2009), divergence management may also be linked to being a perpetrator of

bullying: (a) de-escalated divergence management styles may discourage

both being a target or being a perpetrator of bullying, whereas (b) escalated

divergence management styles associate differently with being a target

versus being a perpetrator based on the different levels of power reflected by

these divergence management styles.

Team Building

Teamwork is defined by Scarnati (2001) as a cooperative process that

allows ordinary people to achieve extraordinary results. Stead (2004) also

explain that a team has a common goal or purpose where team members can

develop effective, mutual relationships to achieve team goals.

The literature consistently highlights that one of the essential elements of a

team is its focus toward a common goal and a clear purpose (Hauge et al.,

2007).

Hence, teams are integral parts of many organizations and should be

incorporated as part of the delivery of tertiary units. In contradiction, Frase

and Sorenson (1992) as mentioned by Msila (2011) conducted a study on

motivation and job satisfaction, and found that few teachers were upset with

the lack of professional interaction. Many were content and preferred to be

left alone. Only those who were high growth teachers enjoyed the chance to

work with their peers. They conclude that teachers are not trained in

decision-making outside of their classrooms.

Martinez (2004), however, incorporated team building as a major

component in improving school climate in an elementary school. They

identified the areas needing the most improvement and then introduced

team-building techniques. The entire staff was involved in these activities.

Community and curriculum teams were established. The end results showed

gains in all the areas deemed important. These diverse findings indicate the

need for further study in the area of team building.

 Somech (2008) has traced the history of team-building as far back as

1900. Her study is divided into three-time period. The first period, 1900 to

1950 resulted in the discovery of the value of teams. The second period, 1950

to 1969, resulted in an increased focus on the social interactions of managers,

supervisors, and workers. The third period, 1970 to the present, has resulted

in team-building becoming a stand-alone educational process focused on

solving productivity and quality problems. Dana (2001) explains that in any

type of school change there is a need for administrators who are effective

consensus builders, since several driving forces must be addressed. The first

area is school restructuring. A second area is the trend in states such as New

York and Kentucky toward mandating involvement with parents and the

community in shared decision-making. A third area involves partnerships with

major corporations which have shared team-building practices with the school

district. The last area is that of taxpayer revolt. School budgets will not be

approved without taxpayer support. Governing such support entails involving

citizens in the budgetary process.

He further notes that team building is cost effective and necessary to meet

these demands. He suggests that several strategies must be taught for teams

to be effective; knowledge of problem-solving and decision-making skills,

shared roles and responsibilities, strategies to start dialogue - not discussion,

structures for equal participation, common definitions to promote clarity and

focus, data analysis techniques, ground rules for communication, monitoring

initiatives, and team evaluation of the decision-making process. It is noted

that the biggest stumbling block to this process is time. However, the time

spent initially on team building pays off when decisions must be made.

Johnson (2003) notes that activities and exercises in team building are

designed to develop synergy and trust. The facilitator, leader, and team

members get to know one another in a playful, informal way. Joseph Juran

as cited by Keyser (2003), an expert in total quality management, advocated

training groups in problem solving, brainstorming, group dynamics, and

teamwork.

Foley (2001) has broken team building into a seven step process.

These steps are cyclical in nature. The first step is to provide a positive

environment. This is accomplished by eliminating fear of serious reprisal for

failure. The second step is to develop a sense of interdependence within the

group. This can be accomplished by assigning roles to team members such as

that of recorder. The third step is to establish the goals of the team. The

fourth step is to equalize relationships. This can be accomplished by

eliminating barriers such as job titles. The fifth step is to develop procedures

for action. The sixth step is to develop a system of decision making. The last

step is a regular review of all proceeding steps.

Another method of team building involves four stages; forming,

storming, norming, and performing (Msila, 2011). The forming stage is

putting together a team and selecting a team leader. This team will make

suggestions and ask questions. Keyser (2003) states that a team is a small

number of people with complementary skills who are committed to a common

purpose, performance goals, and approach for which they hold themselves
mutually accountable. In addition, regular communication, coordination,

distinctive roles, interdependent tasks and shared norms are important

features (Ducanis and Golin 1979; Corvette, 2007).

Successful teamwork relies upon synergism existing between all team

members creating an environment where they are all willing to contribute and

participate in order to promote and nurture a positive, effective team

environment. Team members must be flexible enough to adapt to cooperative

working environments where goals are achieved through collaboration and

social interdependence rather than individualized, competitive goals (Luca and

Tarricone,2001).

Team building is a process by which members of a group diagnose

how they work together and plan changes which will improve their

effectiveness (Beer, 1980; Behfar, et.al, 2008), thus, team building is a

process aimed at improving the performance of a group. In his seminal work,

Dyer (1977) traces roots of team building, as a concept for organizational and

employee development, back to the 1920’s and studies conducted in the

fields of group dynamics and laboratory education (Hawthorne Studies). He

cites the work of McGregor (1960) and Likert (1961) in identifying the

characteristics of effective teams as providing the foundations for more

contemporary development in this area. Dyer suggests that through an

awareness of the characteristics of effective teams and an examination of

group processes, behavior within teams could be changed to enhance the

performance of a team. Also in this work, Dyer specifically mentions five

applications for team building interventions aimed at enhancing the

performance teams and ultimately the organization: Developing new teams;

facilitating change in teams in response to a changing environment;

developing trust, honesty and supportiveness within teams; reducing inter

team divergence and revitalizing complacent teams.

Much of the research literature indicates that the concept of team building is

potentially, a powerful intervention for enhancing organizational performance

through employee development if the circumstances of the specific team and

organizational context are appropriate (Dyer et a.l, 1977).

Teams and teamwork help to promote deep learning that occurs through

interaction, problem solving, dialogue, cooperation and collaboration (Johnson

2003).

Conceptual Framework of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLE

DIVERGENCE
MANAGEMENT SKILLS

Competition
Collaboration
Compromise
Avoidance
Accommodation Effective School
Management
TEAM BUILDING
COMPETENCE

Shared Goals
Interdependence
Commitment
Accountability

Fig. 1. Schematic diagram showing the relationship of the dependent and

independent variables of the study
 The conceptual framework for the study encompasses the

independent and dependent variables related to the objective of the study.

The data collection included personal and work-related demographic

information, items from the ROCI-II to assess divergence management styles.

Figure 1 shows the independent variables such as the five divergence

management styles namely competition, collaboration, compromise,

avoidance and accommodation. In addition, team building such as shared

goals, interdependence, commitment and accountability are included in this

variable. The dependent variable is the effective school management. The

study suggests that the divergence management and team building

competence can serve as a paradigm for schools' administration.

Hypothesis

Ho1: There is no significant relationship between the divergence

management and team building competence for effective school management

in public secondary schools in Caraga North District.

 CHAPTER III

Research Locale

The study will be conducted to the public secondary schools of Caraga

North District specifically the San Luis National High School, Baugo Integrated

School, Lamiawan Integrated School, Caraga National High School, Pantuyan

National High School and Santiago National High School.

Respondents of the Study

The respondents of the study will be the school administrators/school

principals and teachers who will answer the research instrument or the

questionnaire. Further, the study will be conducted from January 2022 to

December 2022.

Research Design

This study will use descriptive approach which will find out the

divergence management and team building competence of school heads in

Caraga North District in the province of Davao Oriental. In carrying out this

study, the researcher will use the descriptive-correlational survey research

design. Descriptive research design will be used when the study focuses at

the present condition within a period of time and the purpose is to find new

truth through actual recording and observation of the subjects (Fraenkel,

Wallen and Hyun, 2013; Calmorin & Calmorin, 2007; Birion & De Jose, 1998).

Survey is a process of collecting data from existing population units, with no

particular control over the factors that may affect the population

characteristics of interest in the study (Birion and De Jose, 1998).

 Moreover, Fraenkel, Wallen and Hyun (2013) argued that correlational

studies investigate the possibility of relationships between only two or more

variables without any attempt to influence them. In this type of research

design, in contrast with experimental research, there is no manipulation of

variables in the design.