Gender Differences in Conflict Resolution Styles among Students at Secondary Level

Abstract

The present study examines gender differences in conflict resolution styles among students at the secondary level, with a focus on understanding how male and female students manage interpersonal conflicts within school settings. Conflict resolution is an essential social skill that influences students’ academic performance, peer relationships, and overall school climate. The objectives of the study were to identify dominant conflict resolution styles among students, to examine differences between male and female students, and to analyze the relationship between gender and conflict resolution strategies. The study adopted a quantitative research design based on a descriptive and comparative approach within the positivist research paradigm. The population comprised approximately 310 public secondary schools with an estimated 28,500 students enrolled in classes 9 and 10 in District Rawalpindi. A sample of 400 students (200 male and 200 female) was selected using a multistage sampling technique, including stratified and simple random sampling methods. Data were collected using a structured questionnaire based on the Thomas-Kilmann Conflict Mode framework, consisting of a five-point Likert scale measuring competing, collaborating, compromising, avoiding, and accommodating styles. The validity of the instrument was ensured through expert review, while reliability was established through pilot testing with a Cronbach’s alpha value above 0.80. Data were analyzed using descriptive and inferential statistics, including mean scores, percentages, and independent sample t-tests through SPSS. The findings of the first objective revealed that collaborating is the most dominant conflict resolution style among students, followed by accommodating and compromising approaches, indicating a preference for constructive and relationship-oriented strategies; therefore, it is recommended that schools further strengthen collaborative conflict resolution skills through structured training programs and classroom activities. The study is significant as it provides empirical insights into gender-based behavioral differences in conflict resolution, helping educators and policymakers design gender-sensitive interventions to promote positive conflict management and improve the overall educational environment.