This research paper is an attempt to study the conflict management style of pupil teachers. D.El.Ed. course students (N=96) were tested on Conflict Management Style. Conflict Management Style was assessed with the help of self-made Conflict Management Style Inventory. T-test and ANOVA were used to analyze the data and for post hoc analysis LSD test was used to determine the significance of intergroup differences. Study reveals that male and female pupil teachers of D.El.Ed. course give equal preference to adoption of ‘Avoiding’, ‘Compromising’, ‘Collaborating’, ‘Integrating’, and ‘Reasoning’ conflict management style. However, male pupil teachers give more preference to adoption of ‘Dominating’, and ‘Obliging’ conflict management in comparison to female pupil teachers. D.El.Ed. III semester pupil teachers adopt more ‘Avoiding’, and ‘Compromising’ conflict style than pupil teachers of D.El.Ed. I semester but students of both the semesters give equal priority to ‘Collaborating’, ‘Integrating’, ‘Dominating’, ‘Obliging’, and ‘Reasoning’ styles of conflict management. Pupil teachers of different localities and social background give equal preference to various conflict management styles.
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