Conflict and disagreement are not only inevitable, but fundamental to successful change. A key to managing conflict between principal parties is each party's attribution of the other's intent. This study tests the relationship between (1) principals' personality predisposition and their self-attributed conflict resolution behavior; (2) teacher commitment and the conflict resolution behavior teachers attributed to their principals; (3) teachers' perception of conflict level and the conflict resolution behavior that teachers attributed to their principals; (4) principals' perception of conflict level and the conflict resolution behavior that principals attributed to their teachers; and (5) principals' self-attributed conflict resolution behavior and the conflict resolution behavior that teachers attributed to the principals. The sample comprised 47 middle level public schools in south central Pennsylvania. Data were collected using principal and teacher questionnaires, and four instruments were used to analyze data. The response rate for principals was 91 percent, and that for teachers was 75 percent. Participants generally perceived moderate to low conflict levels in their buildings. Both groups generally agreed about sources of conflict. Teachers and principals also agreed about conflict resolution behavior; cooperative modes occurred more frequently than competitive modes. Concerning personality predisposition, principals seemed more relationship- than task-oriented. Mean scores for organizational identification, involvement, and loyalty revealed substantial teacher commitment. Other results and implications are discussed in detail. Included are eight references. (MLH)