The purpose of this study is to determine whether and to what extent demographic attributes (gender, professional seniority, branch/specialty, age, level of education, assigned districts, training status and length of employment in their current schools) determine variations in conflict situations experienced by teachers in state secondary schools in Northern Cyprus; and to identify how these differences affect the conflict management strategies employed. The study was carried out with secondary school teachers who taught in state schools during the 2012-2013 academic year. In this descriptive research, the ‘Personal Information Form’ and ‘Survey Related to the Conflict Situations Teachers Face at School’ were applied to 423 teachers out of 1070. In the analysis of the data collected, percentage, arithmetic average, standard variations, chi- square, t-test, one-way analysis of variance, and specifically for the determination of the reasoning behind differences that emerged, LSD tests were used. At the culmination of the research, it was established that while male teachers largely experience conflict with their colleagues, female teachers have more conflict with students and those teachers at the age of 31 predominantly experienced conflicts with their colleagues and the secondary school principals. It was also identified that those teachers who have been employed at the schools for longer periods of time have been using the Governmental strategy less in comparison to those teachers who have recently started their employment in their current school.