A dissertation submitted in accordance with the requirements for the Master’s Degree in Educational Management in the Department of Educational Planning and Administration, Faculty of Education at the University of Zululand, 2019. / Although the number of women managers in education is increasing, women continue to experience problems that prevent them from realising their full potential particularly as conflict managers. When female teachers are promoted to principalship positions, there are no programmes to equip them with relevant management skills required to lead and manage the schools effectively. This has resulted in some female principals showing lack of confidence in resolving conflict in schools, particularly where the staff is dominated by female teachers. Female principals tend to rely on their male colleagues should there be a case where they have to implement disciplinary measures. The aim of this study was to explore female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit. This study used a qualitative approach, collecting data through face-to-face interviews. Purposive sampling procedure was used to select participants for this study. The study established that female principals have skills of managing conflict despite their gender roles that have been taken as determinants that females may not do well as managers. Some gender roles, which include nurturing and accommodating, have been identified as key to female principals in assisting them when resolving conflict at the work place where the staff is dominated by female teachers. However, they still need to learn more about skills of managing conflict in schools. The study recommends that female principals be workshopped on how to manage conflict in a school situation soon after they have been appointed. A comparative study between female and male principals regarding management skills they have for resolving conflicts is recommended. / National Research Foundation