The effectiveness and quality of the educational process in modern school depend, among other things, on the level of conflict in the team, on the confidence of interactions in the teacher-student-parent system. In order to analyze the factors of conflict in the educational space of the modern school, the authors conducted a study. The leading method was the survey of Moscow school teachers (N = 127). The study was split into blocks according to the types of interactions: teacher-student, teacher-teacher, teacher-administration, teacher-parent. In order to verify the obtained data, the method of focus groups was used (N = 11). The study revealed that the greatest likelihood of conflict situations is typical for teacher and student interactions. The dependencies between the occurrence of conflict situations in the educational environment on the teacher's work experience, leadership style, and the level of interaction with parents were also identified. The main factors for the emergence of conflicts were limiting the ability of the teacher to apply legitimate disciplinary actions, reducing the authority of the teacher, the insufficient level of relevance of the content of educational material, forms and methods of conducting the level of training of students, their educational needs. During the interaction between the teacher and the administrative building of the educational organization factors for conflict situations are dysfunctions of the teacher's work organization, lack of conditions for teacher's professional development, uneven and/or unfair distribution of training and additional workload, redundancy of control, authoritarian management style. The one-sided nature of the interaction between the family and the school, the lack of effective feedback, the contradiction between the parents' expectations of the quality of education and the actual learning outcomes in the modern school, the commercialization of the educational space largely contributes to the development of conflicts in the process of interaction between the teacher and the parent community.