This thesis explores how post-primary principals construct, interpret, and make sense of the influence of staff conflict on school culture. The research objectives are threefold: to examine the experiences of post-primary principals in Munster of staff conflict on school culture; to explore the conflict resolution strategies employed by these principals; and to develop recommendations and approaches that will contribute to more effective ways of addressing staff conflicts which can influence school culture. Utilising a qualitative methodology, the study involved semi-structured interviews with principals to gain in-depth insights into their perspectives and practices. The findings reveal the complex nature of staff conflicts, including their causes, manifestations, and impacts. Principals identified various factors contributing to conflicts, such as personality clashes, differing values, and power dynamics. The study highlights the dual nature of conflicts, with both constructive and destructive outcomes significantly influencing school culture. The research highlights the importance of socio-emotional support systems for principals, including counselling services, peer support networks, mentorship programs, and professional development workshops focused on emotional intelligence and reflective practices. Additionally, it calls for comprehensive data collection on staff conflicts and regular updates to policies to provide clear guidelines for conflict resolution. By integrating relational leadership and sensemaking theories, the study provides a comprehensive framework for understanding the dynamic processes of leadership and conflict management. This integration emphasises the importance of building trust, fostering open communication, and adapting leadership strategies through reflective practice. The thesis concludes with practical recommendations for educational policy, including the development of clear conflict resolution policies, mandatory training for principals and staff, and the allocation of resources for support services. The findings highlight the critical role of principals in shaping a positive and inclusive school culture through conflict management. This research contributes valuable knowledge to the field of educational leadership, offering strategies to support principals and enhance the overall school environment, ultimately benefiting both staff and students.