This research aimed to evaluate the degree of organizational conflict among teachers in Jordanian schools, along with the principal strategies to deal with them effectively. The research population was based on a sample of 123 teachers from Irbid, Jordan for the academic year 2013/2014. A descriptive research approach was adopted with the help of a questionnaire inclusive of 40 items to identify the problems that cause organizational conflict; distributed across four areas. Another questionnaire consisting of 34 items was developed for the strategies to deal with organizational conflict. The degree of organizational conflict in Jordanian schools was moderate. Ranking from most commonly to least frequently-used strategies for organizational conflict management in schools were cooperation strategy, reconciliation, courtesy and avoidance. Results indicated that there was statistically no significant difference (a =0.05) due to the effect of gender in all areas. Furthermore, the results pointed out lack of differences related to teachers' qualification. The differences were indicated mostly in favor of males and a lack of statistically-significant result (a =0.05) due to the impact of the teachers' experience, as well as, qualifications in creating impacts on strategy (except for avoidance). As per the findings, there was a statistically-significant positive relationship between personal problems faced by teachers, along with the existence of a negative relationship between school management and individual teachers to reconcile strategy, and strategic cooperation. This was observed in relationship to the level of efficiency and success of strategy and strategic cooperation, courtesy strategy, and strategy of avoidance.