This study seeks to explore the perspectives and experiences of public school heads in managing conflicts between parents and teachers. It aims to uncover the common sources and types of conflicts that arise within public schools, shedding light on the underlying issues that contribute to these disputes. By delving into the strategies employed by school heads to mediate and resolve conflicts, the study intends to highlight effective practices that promote constructive communication and collaboration among stakeholders. Phenomenology aims to explore and understand individuals' lived experiences of a particular phenomenon. In this study, researchers likely employed a phenomenological approach to delve into the subjective experiences of school leaders in resolving conflicts between teachers and parents. A total of ten (10) participants are considered in this study who will join the in-depth interview and focused group discussion respectively. The findings of this study offer several valuable insights and implications for practice in conflict resolution within school environments. As schools increasingly recognize the importance of effective conflict management strategies, the role of principals, teachers, and parents in fostering a cooperative and harmonious atmosphere becomes more crucial. As schools continue to evolve, so too must the approaches to conflict resolution. The findings of this study provide valuable insights into current strategies but also point to the need for continuous improvement and innovation. In the future, further research and the refinement of conflict resolution practices can pave the way for more effective conflict management, helping schools build resilient, harmonious environments conducive to both academic and personal growth.