Mindset Endurance Aq®, Stakeholders’ Support, and Organizational Climate on the Conflict Resolution Proficiency of School Administrators

Abstract

This study investigated how Mindset Endurance AQ®, Stakeholders’ Support, and Organizational Climate influence the Conflict Resolution Proficiency of school administrators in the Department of Education, Region X (Northern Mindanao) during the 2025-2026 school year. Using descriptive statistics, Pearson correlation, and regression, the study measured levels of Mindset Endurance AQ® (in Control®, Ownership®, Reach®, Endurance® via Badeo & Perido,2024), stakeholders’ support (in communication, resources, program involvement, and governance engagement via Rosales & Alzola, 2025), organizational climate (in leadership, professionalism, achievement orientation, and community engagement via adapted OCDQ-RE) and conflict resolution proficiency(Collaborating, Accommodating, Competing, Avoiding, Compromising via Gomez et al., 2022) of school administrators
Findings revealed that school administrators consistently demonstrated high mindset endurance across all CORE® dimensions, particularly very high Ownership® and Reach®. Stakeholders’ support was very high across all areas, with strongest ratings in communication and governance engagement. Organizational climate was high overall, excelling in professionalism and community engagement. Conflict resolution proficiency was high, favoring compromising and accommodating styles.
Statistical analysis showed significant positive relationships between conflict resolution proficiency and all three variables: mindset endurance, stakeholders’ support, and organizational climate. Among these, organizational climate through professionalism as the strongest predictor of conflict resolution proficiency, explaining over half the variation in proficiency.
The study highlights the importance of empowering school administrators with strong Mindset Endurance, Stakeholders’ Support, and Organizational Climate to enhance Conflict Resolution Proficiency. The results suggest that targeted professional development, constructive feedback, and sustained organizational support are essential for enhancing proficiency, ultimately driving continuous improvement in schools across Northern Mindanao.