This paper is discussed and explore about the teacher-principal conflict in selectedrngovernment secondary schools of North Shoa Zone in Oromia Region states.rnThe purpose of this study to assesses the common sources of conflict, types of conflict,rnstrategies used to minimize conflict .rnMethods- In order to achieve the objective, the researcher use the descriptive survey research rndesign. Both quantitative and qualitative approach was used to collect the datarnSources of data for this research was collected from both primary and secondary sources. rnThe primary sources of data were gathered from secondary school leaders ,Teachers, student rncouncil PTA and KETB.The secondary sources data were recorded documents, feedbacks and rnreportsrnSampling Procedures and techniques -The teachers were selected using stratified random rnsampling whereas school leaders were selected using available sampling technique .On the rnother hand, the schools in North Shoa were also selected using simple random sampling.rnInstrument of data collection-The data from each respondent was collected using rnquestionnaire. and interview. Both open and close ended questionnaires were prepared.rnQuantitative data collected through questionnaire .rnTechniques of analysis data â€“data analyzed using statical tools, t-test, mean scores,rnstandard deviation, p-value using spss version 20.TrnThe main finding come out from this study- were communication barriers, uncomfortable rnworking environment, lack of participatory decision, lack of clarity of authority structurerndifference in perception task interdependent working activities, dignity, security and equity are rnfound to be the major source of conflictrnThe most common types of conflict exist in schools- were interpersonal and intergroup rnconflict, collaborative compromising approach and problem solving were the strategies to rnminimize conflict in the schools. rnBased on the finding the following conclusion was drawn. These, there is no healthy rncommunication, network, less participatory decisions on the school finance and resources rnxii | P a g ernallocations, inadequate facilities in the schools, undefined role and authority structures there rnwere no magnified open discussion, description of role and responsibilities regular meeting rnbetween teachers and school leaders in the schools to manage conflict. inappropriate use of rncollaborative and Compromising approach strategies for handling conflicts and poor rnaccountability on the use of school finance and resource allocation by the school principalsrnfrom the finding it is possible to conclude that conflict has more negative influence on schools rnrather than positive one.