Purpose: This study aimed to investigate the causes and management strategies of interpersonal conflicts among teachers in Baptist Secondary Schools (BSSs) in North West, South West and Centre Regions in Cameroon. Methodology: A mixed-methodological design was employed, with data collected from a sample of 16 principals and 141 teachers across 7 BSSs using questionnaires and interview guides. Findings: Principals identified violation of school rules and regulations (15, 93.5%) and poor working conditions (15, 93.7%) as major causes of conflict while teachers said that poor working conditions (132, 93.6%), violation of school rules and regulations (132, 93.6) and gossiping among teachers (114, 81%) were measure causes of conflicts. Principals identified improved working conditions of teachers (14, 87.6%) and accommodation of individual differences (13, 75.1%), while teachers disagreed that principals do not improve working conditions as a strategy to manage interpersonal conflicts. Conclusion: Interpersonal conflicts among teachers in Baptist secondary schools are prevalent and have significant negative consequences on school effectiveness and teacher well-being. Effective conflict management strategies are essential for mitigating these conflicts. Recommendations: School administrators should implement regular training on conflict management and foster open communication to address interpersonal conflicts. Additionally, strategies to improve working conditions and address teachers’ concerns should be prioritised to reduce conflicts.