TurkeyThe purpose of this study is to investigate the relationship between different levels of organizational commitment (compliance, identification, internalization) of teachers and their different conflict management strategies (compromising, problem solving, forcing, yielding, avoiding). Based on a questionnaire survey of 418 teachers, this study indicated that male teachers are more likely to experience commitment based on compliance, and are more likely to avoid conflicts than female teachers. As teachers get older they are more likely to experience commitment based on internalization and on identification, and they are more likely to use problem solving conflict management strategies than those who are younger. The results also revealed that both identification and internalization are significant determinants of the use of compromising and problem-solving conflict management strategies. Commitment based on compliance is the only significant predictor of forcing behavior. Commitment based both on identification and compliance are found to be the important determinants of avoiding behavior. Of these two, identification was found to be the most significant predictor of avoiding conflict behavior. Conflict resolution through yielding was not predicted by any level of organizational commitment.