This study purpose of this study to examine the relationship between administrators' conflict management practices and teachers' job satisfaction in Sekolah Jenis Kebangsaan Cina (SJKC) in the Central Melaka district. Teacher job satisfaction as the factor in ensuring educational effectiveness, and conflict management by administrators is recognized as an important element that influences the work environment. Quantitative design was used in this research through survey approach. A total of 162 teachers were selected as the study sample uses stratified random sampling technique. The study instrument consisted of a questionnaire that measured administrators' conflict management practices and teachers' job satisfaction. Data were collected through a questionnaire distributed via google form and analyzed using descriptive and inferential statistics, including Pearson correlation. The findings show a very weak and statistically insignificant relationship between administrators' conflict management style and teachers' job satisfaction (r = 0.045, p > 0.05). This suggests that other factors, such as recognition, professional development, and the work environment, have a greater influence on teachers' job satisfaction. The implications of this study highlight the need for intensive training for administrators in conflict management, as well as more inclusive leadership practices. In conclusion, although conflict management practices are important, other factors need to be addressed to increase teachers' job satisfaction and support overall educational effectiveness.
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