Conflict is an inevitable part of human interaction and often manifests in educational institutions where teachers play a central role in shaping the learning environment. This study investigates the prevalence of conflict among higher secondary school teachers, focusing on the sources, types, and frequency of conflicts experienced. Using a descriptive survey method, data were collected from a representative sample of teachers across selected higher secondary schools. The findings reveal that conflicts primarily arise from workload distribution, administrative decisions, interpersonal relationships, and differing pedagogical approaches. Gender, teaching experience, and school management type were found to influence the degree of conflict perceived by teachers. The study emphasizes the need for effective conflict management strategies, open communication channels, and supportive school leadership to minimize negative consequences and promote a harmonious working climate. Recommendations for policy and practice are provided to strengthen teacher collaboration and overall institutional effectiveness.