The purpose of this study was to assess the practice of conflict management in government secondary schools of Addis Ketema sub-city, Addis Ababa. In order to attain the objective of the study, descriptive survey design was used. Data was gathered from 252 respondentsâ€™. Questionnaires and interview were the instruments used for data collection. The data gathered were analyzed using various statistical tools such as frequency, percentage, mean, standard deviation, and One-way ANOVA and Post Hoc test. The count affirmed that disciplinary problems ranked as the first major source of conflict in the schools. Age-similarity among teachers, students and administrative workers including principals, and sexual harassment were rated as the second and third conflict generating factors in the study area. Apart from this, the data collected through open-ended questions and interview asserts that principal(s) were assigned merit-based competition but lack of experience are not effective in handling disputes; as they should have to be. The finding of the study further showed that the majority of the respondentsâ€™ perceived conflict as bad, negative and destructive that must be avoided rather than managing . Compromising is the first prominently used conflict management style in the schools under study. The second most prevalent style is avoiding followed by accommodating, collaborating and dominating consecutively. The ANOVA as well as the Post Hoc multiple comparison test asserts that there is a statistically significance difference in the use of accommodating, compromising and collaborating styles among the three groups. Above all, the study portrayed that the importance of contextual and/or indigenous conflict management mechanisms such as social committee, sheemagilies, group-networking, etc. in alleviating conflicts were to some extent put into practice in the schools. As a concluding remark, since school culture is dynamic which is built by people who have different family backgrounds, learning experiences and seeing & managing things from their point of view regardless of others, members of school community should accept the inevitability of conflict that could not be avoided at all. Despite these loopholes, principals encountered with frequent disputes and handled it according to their personal feelings and skills. Therefore, seminars, conferences, and symposia should be organized for members of school community on communication aspects, diversity management and conflict resolution strategies by concerned Education Office. Moreover, Teachersâ€™ Training Colleges and Universities should focus on effective communication and conflict handling strategies.