Implications of conflict management for the superintendent's role as instructional leader are explored in this study. A theory of conflict management that looks at the shift in the administrator role from nonpartisan to political professional is applied to case studies of three Illinois school districts in which superintendents involved in teacher contract conflicts chose to fight, avoid, or mediate the conflict. The degree of community conflict was found to have a significant effect on superintendent behavior. A high degree of conflict was conducive to an assertive, compromising, or presiding superintendent role, and a low degree contributed to a professional, delegator, and facilitator role. A conclusion is that the superintendent seeks system maintenance and personal survival amid conflict, and that opposition between excessive attention to trivial matters and serious conflict management contributes to superintendents' lack of time and inclination to provide instructional leadership. (32 references) (LMI)