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The present dissertation intends to investigate the phenomenon of conflicts among teachers in schools. The research was carried out in elementary schools of Primary Education in the Prefecture of Pella. The views of teachers, as well as those of executives (Principals, Assistant Principals) are examined in relation to administration techniques that they implement, in order to resolve conflicts inside the schools. The exploratory method was based on quantitative research with the use of determined and constructed questionnaire “Conflict Management Strategies Scale” by Holton and Holton (1992), which was modified by Balay (2006). 172 teachers, participated in the research, 100 of whom were women and 72 men from 120 elementary schools of Primary Education in the Prefecture of Pella. The results of the research showed that the gender of the teachers and the executives influences the style by which they handle and manage conflicts. More specifically, female executives would more preferably use the technique of avoidance and competition in a situation of conflict, rather than compromise. On the contrary, men prefer the competition strategy less. It was also evident that men in executive positions are more in favor of the avoidance technique, in order to manage conflicts, in relation to the technique that teachers in school units follow. Additionally, differences in the preference of style in relation to the size of the school unit, the education level, the work experience in the Principal’s position, the major and the service status of the employees in educational institutions have been ascertained. The results of the research amplify, at a great degree, the findings of the existing bibliography. However, they add new data especially as far as gender differences are concerned.