The study aimed to identify strategies of conflict management used by principals in basic education schools and their relation to organizational loyalty of teachers in Muscat Governorate. To achieve this aim, two questionnaires have been developed after being sure of their validity and reliability. The two questionnaires have been distributed on a study sample of (297 )members including principals and senior teachers. The results shown in this study are: As principals of basic education schools who used strategies of 'conflict management ' in all the five dimensions, in general, are achieving medium degrees with an arithmetical average (3.20) according to the prepared scale; the degrees are in descending orders according to" practice degree"; first, the "cooperation strategy" which achieved a high degree of practicing with an arithmetical average (3.78), next, "Compromising strategy" with an average (3.36) then, 'Courtesy strategy with an average(3.24) then," Avoiding strategy with an average (2.87); finally "Competition strategy" with an average (2.76). The results show no statistical differences related to ' Social gender' variable at the level (α< 0.05) among average of responses of a study sample members towards dimensions of conflict management strategies (Cooperation ,Compromising, Courtesy ,Avoiding, Competition) therefore, there are statistically significant differences related to "scientific qualification" at the level (α<0.05) among average of study sample members' responses towards "Cooperation and Compromising" strategies in favor of higher qualifications; master degree or above. Whereas , differences come in favor of" bachelor degree" in " Avoiding strategy". All dimensions of organizational loyalty of senior teachers, in general, have a medium degree with an average (3.38) according to the prepared scale; the results are as following; first, the dimension of "Emotional loyalty" with an average (3.60) ; then, "Normative loyalty" with an average (3.30), finally, the "Continuous loyalty' with an average (3.24), there are no statistically significant differences in organizational loyalty degrees in all scale dimensions related to " Social gender" and " Scientific qualification" at level(α<0.05) in evaluation of the study sample. There are no statistically significant differences shown in the evaluation of study sample at level (α<0,05)in organizational loyalty in all scale dimensions related to "Experience" variable except for "Continuous loyalty" as it comes in favor of members who have experience more than 7 years. The study pointed to a positive correlation between degree of practicing conflict management strategies in dimensions (Cooperation, Compromising, Courtesy) and the organizational loyalty of senior teachers. whereas there is inverse relationship between degrees of principals who practise (Competition, Avoiding) strategies and organizational loyalty of senior teachers at the level (α< 0.05). "Cooperation" dimension is considered the most positive correlative dimension to organizational loyalty of senior teachers. The study recommended the following: - To value what teachers are looking forward to and to value their ambitions. - To put the opinions of the opposed teachers into consideration and not to disrespect them. - To let teachers share in seeking solutions to conflicts and to reinforce their continuous loyalty in schools of basic education.