Dissertation (MA Education)This study was purposely designed to explore the stakeholders’ views on the manner head teachers resolve conflicts in schools. The study was conducted in Mbogwe District Council because it was leading in schools conflicts for five years consecutively from 2015 to 2020 when this study was conducted. The study was guided by four objectives namely to: explore stakeholders’ views on the way head teachers detect signs of conflicts in schools; to explore stakeholders’ views on the strategies head teachers use in resolving conflicts arising in schools; to determine different ways head teachers deploy in engaging stakeholders in solving conflicts emerging in schools, and to explore the stakeholders’ views on the head teachers’ methods used to restore peace after resolving conflicts in schools. The study employed qualitative research approach, using the case study design and was guided by human relation theory. Sample and sampling techniques used were purposive and convenient sampling procedures whereby District education officer, Ward education officers, Head teachers and teachers were purposively selected. Thus, School committee members’, parents and pupils were conveniently selected. Methods of data collection were focus group discussion, interview, observation and documentary review. Data were analysed through research objectives. The study findings revealed that poor means of communication, existence of frequent riots, poor handling of responsibilities, lack of school disciplines, and unequal distribution of power and lack of transparency were the signs of school conflicts that head teachers have to detect. Further, the study revealed that capacity building, maintaining confidentiality and participation in decision making were some of the strategies used by head teachers in resolving school conflicts. Furthermore, the study revealed that DEO, WEOs, Head teachers, Teachers, School Committee Members, Parents, Pupils were some of the education stakeholders engaged by head teachers in resolving school conflicts. Moreover, the study revealed that equal distribution of power, presence of regular meetings, transparency and capacity building were some of the methods used by head teachers to restore peace after resolving conflicts in schools. The study then provided recommendations for action and for further studies