The study was conducted to determine the school heads? learning continuity plan and schools? access, quality, and governance in the secondary schools of Division of Laguna. Specifically, this determined the description of school head?s learning continuity plan in terms of strategic management and operation, curriculum and instruction management, human resource and development, resource management, partnership and linkages and the level of schools? access (inclusive education and reaching the marginalized), quality (ensuring quality of teaching and learning process, focus on Learning, and provision of learning resources), and governance (safe operations, well-being and protection, and education financing); the significant relationship between school heads? learning continuity plan and schools? access, quality, and governance; and the significant difference in the school head's and teachers' perspectives on the implementation of the school learning continuity plan. This study focused on the learning continuity plan of school heads in the Division of Laguna, which includes twenty-four (24) districts. The study's respondents are 69 school heads and 354 teachers from 82 public secondary schools in the Division of Laguna, with 79 school heads and 3046 teachers. Also, the descriptive and quantitative data analyses were used to determine the significant difference in the school head's and teachers' perspectives on the implementation of the school learning continuity plan and the significant relationship between school heads? learning continuity plan and schools? access, quality, and governance Based on the data gathered and critical analysis of the investigation, the school heads? learning continuity plan in terms of Strategic Management and Operation, Curriculum and Instruction Management, Human Resource and Development, Resource Management, Partnership, and Linkages was highly evident among the school heads/teachers. The same is true for the schools? access, quality, and governance. Based on the findings of the study, the following conclusions were made: The study reveals that the school heads? learning continuity plan was highly evident in schools? access, quality, and governance. Thus, the null hypothesis that there is no significant difference in the school head's and teachers' perspectives on the implementation of the school learning continuity plan is accepted. On the other hand, the second null hypothesis stating that ?the school heads? learning continuity plan has no significant relationship to the schools? access, quality, and governance is rejected?, which incites that there is a significant relationship between the two. Based on the conclusions drawn, the study offers the following recommendations: Continuously use a strategic and operational planning process within a school setting to manage the entire life cycle of implementing a learning delivery modality and to ensure that learning continuity is implemented, the school head and internal and external stakeholders must always maintain a harmonious relationship for effective service delivery.

Learning Continuity Plan; School Governance; School Access; School Quality