The study aimed to investigate the effect of the school heads? management capabilities and organizational conflict strategies in improving the performance of public elementary schools. It utilized descriptive and correlational methods to gather data. The respondents of this study were 153 public elementary teachers in the Division of Quezon in Candelaria West District, who were randomly selected. The researcher used the Slovin formula to identify the number of samples. It was conducted during the third quarter of 2021-2022. Adapted and modified questionnaires from Rahim Conflict Inventory-II were used in generating data. Based on the result of this study, the management capabilities of the school head in terms of planning, communicating, decision-making, delegating, problem-solving, and motivating were perceived by the respondents as highly practiced. Meanwhile, in terms of organizational conflict strategies, the accommodating strategy garnered the highest mean and was found to be the ?highly practiced? strategy in dealing with conflict. Likewise, compromise and collaborative strategies were also perceived as ?highly practiced? while the competition and avoiding strategies were perceived as ?practiced?. The school's performance as described in its leadership practice of the school head, interpersonal relationship, shared school vision, instructional and mentoring support, and parent and community involvement were "highly performing." The study revealed a significant relationship between management capabilities and organizational conflict strategies to the performance of the school. The study recommends organizing a series of workshops, seminars, conferences, and orientation programs on conflict resolution strategies for principals and teachers. This is appropriate for increasing the educators' knowledge, particularly about emerging ideas and innovations in conflict resolution in schools

school performance