The purpose of this study was to assess the strategies employed by head teachers in managing conflict in Magu District. The objectives of the study were; to identify the types of conflicts commonly found in secondary schools, to find out the causes of conflicts, to find out the challenges facing head teachers and SBMs in conflict management, to find out the strategies employed by head teachers in managing conflict and to find out the intervention measures to be put in place to improve the management of conflict. The study was guided by Human Needs Theory. The study employed mixed research method and was conducted using embedded mixed research design. The data collection instruments were interview guide and questionnaires. Data collected from the field were coded and entered into the (SPSS) program. Descriptive statistics were used to analyze quantitative data while qualitative data were analyzes thematically. The targeted population was 1347 respondents whereby the sample was selected using purposeful and simple random sampling. Data was collected from 6 secondary schools where 6 head teachers, 6 school board chairpersons, 1 DEO, 136 students and 60 teachers were selected. The researcher interviewed 6 head teachers, 6 school board chairpersons and 1 DEO. The following were the findings that more than 50% of the respondents said interpersonal conflict between teacher students, students- students, teachers- head teachers was the common types of conflict in their schools, more than 60% of teachers and students also said in their schools, conflict are caused by poor working environment, abusive language, scarcity of resources, and poor academic performance. Nevertheless, the study revealed that majority of the respondents more than 60% said most of head teachers are not well trained on conflict resolution. Furthermore, the study discovered that more than 50% of head teachers preferred negotiations, regular meetings, transparency, collaboration, mediation and avoiding as the strategies for conflict management, and more than 60% of the respondents suggested in-service training to be put in place for improving the management of conflict in secondary schools. In conclusion therefore, there were no specific strategies employed by head teachers in managing conflict rather most of them use their own experience. If the knowledge of conflict management will be put into practice head teachers will experience few conflict in schools. The study therefore recommended that; teachers, parents, school heads, students and the communities should be made aware of the negative effects of conflict on learning and teaching.