The aim of the present study was to analyse the correspondence relation between students’ styles of handling interpersonal conflicts (i.e., integrating, avoiding, dominating, obliging, and compromising) and their teacher’s perceived style. The moderating effect of the teacher’s leadership style (i.e., relation-oriented, task-oriented, and change-oriented) on this relation was also analysed. Participants in this study were 241 high-school students. Regarding the correspondence relations, results revealed significant positive correlations between the teacher’s perceived style of handling conflict and the students’ ones. Leadership styles were also significantly positively correlated with the integrating and compromising handling conflict styles, and negatively correlated with the avoiding and obliging styles. Moreover, only the relation-oriented leadership style had a significant moderating effect on the abovementioned correspondence relation, and only regarding the integrating and avoiding styles.
Key words: leadership style, student, style of handling conflict, teacher