Why University Teachers Use Different Conflict Resolving Styles? Role of Emotional Empathy and Forgiveness in Gender Differences
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| Title: | Why University Teachers Use Different Conflict Resolving Styles? Role of Emotional Empathy and Forgiveness in Gender Differences |
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| Language: | English |
| Authors: | Shazia Khalid, Sumaya Batool, Sabir Zaman (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2026 18(4):1082-1094. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Faculty, Sex, Gender Differences, Conflict Resolution, Teaching Styles, Empathy |
| Geographic Terms: | Pakistan |
| DOI: | 10.1108/JARHE-10-2024-0533 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: This study examines the integration of emotional empathy and forgiveness into conflict resolution models, specifically among male and female university teachers. The primary objective of this study was to explore gender differences in conflict resolution styles among university teachers, with a particular emphasis on how emotional factors, including empathy and forgiveness. Design/methodology/approach: The study employed a cross-sectional research design and included a sample of 119 public university faculty members (59 men and 60 women) aged 25-50 years. Data were collected using conflict resolution questionnaires, the Emotional Empathy Scale and the Heartland Forgiveness Scale to assess participants' conflict management styles and emotional traits. Findings: The findings revealed gender differences in conflict resolution styles among university faculty members. Women predominantly adopted power, consideration and atmosphere-focused conflict resolution styles, whereas men primarily relied on a doubt-based approach. Regression analysis further indicated that high emotional empathy and high forgiveness enhanced consideration and power conflict resolution styles in women. In contrast, low emotional empathy and low forgiveness intimidated the consideration style, while high emotional empathy combined with low forgiveness facilitated the power style in men. Additionally, the study found that emotional empathy and forgiveness had significant main effects on atmosphere and doubt-based conflict responses across both genders. Originality/value: This research contributes uniquely by integrating emotional empathy and forgiveness into gender-specific conflict management frameworks, offering valuable insights into conflict resolution dynamics in higher education. The findings highlight the importance of emotional factors in shaping conflict management strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507656 |
| Database: | ERIC |
| Abstract: | Purpose: This study examines the integration of emotional empathy and forgiveness into conflict resolution models, specifically among male and female university teachers. The primary objective of this study was to explore gender differences in conflict resolution styles among university teachers, with a particular emphasis on how emotional factors, including empathy and forgiveness. Design/methodology/approach: The study employed a cross-sectional research design and included a sample of 119 public university faculty members (59 men and 60 women) aged 25-50 years. Data were collected using conflict resolution questionnaires, the Emotional Empathy Scale and the Heartland Forgiveness Scale to assess participants' conflict management styles and emotional traits. Findings: The findings revealed gender differences in conflict resolution styles among university faculty members. Women predominantly adopted power, consideration and atmosphere-focused conflict resolution styles, whereas men primarily relied on a doubt-based approach. Regression analysis further indicated that high emotional empathy and high forgiveness enhanced consideration and power conflict resolution styles in women. In contrast, low emotional empathy and low forgiveness intimidated the consideration style, while high emotional empathy combined with low forgiveness facilitated the power style in men. Additionally, the study found that emotional empathy and forgiveness had significant main effects on atmosphere and doubt-based conflict responses across both genders. Originality/value: This research contributes uniquely by integrating emotional empathy and forgiveness into gender-specific conflict management frameworks, offering valuable insights into conflict resolution dynamics in higher education. The findings highlight the importance of emotional factors in shaping conflict management strategies. |
|---|---|
| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-10-2024-0533 |
