Abstract
Academicians need to learn and practice constructive conflict management by using appropriate and effective conflict management styles (McKibben, 2017). The present study investigated the impact of conflict handling strategies in building commitment with their institutions among university teachers by employing a cross-sectional research. The participants included 400 university teachers (Mage = 38, SD = 8.74) serving both in public and private sector institutions situated in Punjab and Federal Capital Islamabad by employing purposive sampling strategy. Their opinion was sought by administering Rahim Organizational Conflict Inventory (Rahim, 1983) and Organizational Commitment Questionnaire (Jaros, 2007) and the data collection period was of one year. The findings revealed that teachers scoring higher on integrating, obliging, and compromising tend to have a stronger commitment to their organizations. A hierarchical regression analysis showed that integrating style strongly predicted teachers’ commitment to their organizations. The styles to dominate and avoid conflict based situations turned out to be non-significant predictors of organizational commitment. The study has important implications for teaching faculty of universities in handling their conflicts with chairpersons of academic departments.