This study aimed to examine the relationship between conflict management strategies and teachers’ job effectiveness in public secondary schools in Uyo Local Government Area, Akwa Ibom State, Nigeria. The ex-post facto research design was adopted for this study. The study adopted a sample size of 373 teachers, 152 males and 221 females, representing approximately 30% of the total population of 1,235 teachers   in the study area. The study adopted a multi-stage sampling technique in selecting the sample from the target population to ensure adequate representation of male and female teachers. The researcher’s structured instruments were used to collect data for the study. The instruments were titled “Conflict Management Strategies Questionnaire (CMSQ) and Teachers’ Job Effectiveness Questionnaire” (TJEQ). The instruments consisted of 15 items structured on a 4-point modified Likert scale and was designed to measure principals’ conflict management strategies and teachers’ job effectiveness. To establish the content validity of the instruments, they were presented to three experts, one in the field of study and two in Test and Measurement their opinions were used. To ascertain the internal consistency of the instruments, the Cronbach Alpha was used to establish their reliability. The procedure produced coefficient from 0.74 to 0.84. Pearson’s product-moment correlation statistics was used to analyse data at .05 level of significance. Findings show that arbitration, dialogue, effective communication strategies were all found to be significantly related to teachers’ job effectiveness in Uyo LGA, Akwa Ibom State, Nigeria. Based on these findings, it was recommended that, the State government should ensure that school principals are regularly retrained through school-based workshops, conferences, and seminars on effective conflict management strategies.