The study tried to identify the relationship between school performance and internal and external forces management. Staff, finances, and modern technology fall under the management of internal elements, whilst the economic, social, policy, and political environments fall under the management of external forces. It is assumed that the independent variable will have a major impact or shift on how well the school performs in terms of curriculum, accountability, leadership, and resource management. Eleven schools in the San Francisco District, Division of San Pablo City, implemented it. The study's participants were the 230 instructors in the San Francisco District for the school year 2021?2022, with a survey questionnaire serving as the primary data collection tool. The respondents' person-related characteristics and perceptions were described using straightforward descriptive statistics including frequency, percent, mean, and standard deviation, and the link between them was determined using the Spearman Rho correlation. At a 0.05 probability level, the hypothesis was tested. Most responders are female, at least 36 years old, married, have completed their bachelor's degrees with M.A. units, and are older than 36. The respondents' perception of the effectiveness of internal variables in school management, including staff, finances, and technology is ?very effective". The aggregate mean of the respondents' perceptions of how well schools manage external issues in terms of the economy, the social environment, policy, and politics is 3.82 and 0.3 standard deviation, which is "very effective." Teachers perceive their school performance in terms of curriculum, accountability, and resource management are described as "extremely fascinating." The study's findings have concluded the following: The results demonstrated a substantial relationship between internal school management parameters and academic achievement; thus, the null hypothesis is refuted. The results demonstrated a substantial relationship between school administrations and outside circumstances and academic achievement; thus, the null hypothesis is not accepted. The findings showed the school management factors is significantly related to school performance. Therefore, the hypothesis stating that there is no significant relationship between the school management factors and school performance is not supported.