The goal of this study was to look into the various tactics utilized to manage and resolve conflict between teachers and school leaders in Enugu Educational Zone government secondary schools. The study used a descriptive survey design in which data was corrected and analyzed using both quantitative and qualitative methodologies at the same time. Ten schools were chosen from six communities using both simple random and selective sampling to include Enugu Educational Development Association-sponsored schools. The participants in this study were 146 instructors and 50 department heads who were chosen at random to complete the questionnaires. Ten principals, ten vice-principals, 20 unit heads, and 30 representatives of the parent and teachers organization took part in the interview. Using SPSS software version 20, data were analyzed using descriptive statistics (frequency, percentages, means, and standard deviations) and inferential statistics (t-test). The principal reasons of conflict, according to the findings, were either institutional, work-related, or leadership-related. Building leadership abilities and adhering to norms and regulations were two major dispute resolution tactics. embracing change, wise resource allocation, participation in decision-making, training opportunities, and a knowledge of individual differences and roles Techniques used in conflict resolution included dialogue, punishment, coercion, compromising, avoidance, and ignorance. According to the findings of this study, school leaders must identify the roots of conflicts and provide a channel for employees to express their concerns. Leaders must also continue to develop their leadership skills, be open to change, involve, and give opportunities for people to improve. Furthermore, school administrators should seek out and expand financial sources.