<![CDATA[Objective: To synthesize organizational conflict theory, social capital theory, and school-specific empirical findings into a conceptual framework for managing conflict within school organizations, and to map how the classical stages of the conflict process can ideally be applied within schools to convert rivalry into healthy competition rather than destructive dispute-with explicit attention to how such a framework supports quality, and strong, accountable institutions (SDG 16). Method: The study employs a narrative literature review drawing on the classical theoretical corpus of management, organizational conflict, and social capital theory, enriched with supplementary 2015–2026 literature from international and national academic databases, including studies conducted specifically within school settings. Results: The review shows that conflict in school organizations differs from conflict in other organizations in its heterogeneous set of stakeholders, its dual bureaucratic-professional authority structure, and its embeddedness in public accountability. Social capital — comprising trust, networks, and norms of reciprocity — is shown to mediate both the prevention and the constructive channeling of conflict, including within schools. Novelty: The review further reveals that Indonesia's high power distance and collectivist culture add a distinct risk of false harmony. Building on this synthesis, the article offers a novel success-failure formula (the Success Potential of Conflict Management, SPCM) and a staged framework for applying conflict management ideally within school organizations a synthesis that has not previously combined social capital theory with the conflict-process stages within the specific institutional and cultural context of Indonesian schools.]]>
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