This study aimed to find out the relationship between the school heads capabilities and management of schools educational resources to the school improvement and performance of schools in the Division of Laguna. In this study, the teachers rated the capabilities of school heads in terms of planning, organizing, utilizing, monitoring, evaluating and control as well as the management of schools educational resources in terms of human, physical, financial, ICT and community resources and the school improvement in terms of access, quality, equity, resiliency, well – being and school performance in terms of SBM rating and OPCRF. The researcher used the descriptive research design in testing the hypothesis and systematically analyzed the data gathered from twenty-five schools and hundred fifty teachers as respondents of the study from sub – offices of Calauan, Bay, Los Banos, Victoria and Pila. Statistical data treatment consisted of the descriptive part using frequency count, mean, and standard deviation. The Pearson product-moment of correlation was used for the inferential part of the study. The findings revealed that the school heads management capabilities were highly implemented. Likewise, the management of schools educational resources in terms of human, physical, financial, ICT and community were also highly implemented, and all were interpreted as very high. The school improvement of schools based on SIP indicators received a strong agreement from the respondents on how their school was improved. All were interpreted as very high. Further, out of twenty-five school respondents, the level of school performance relative to SBM falls under Level II and verbally interpreted as maturing while school performance relative to OPCRF is very satisfactory. The school heads capabilities were not observed to have any significant relationship with the school improvement and performance of schools in the Division of Laguna. The school heads management of schools educational resources also were not observed to have any significant relationship with the school improvement and performance of schools in the Division of Laguna. As observed in the treatment of the study, the conclusion had resulted that there is no significant relationship between the school heads capabilities and management of schools educational resources to school improvement and performance. Based on the finding and conclusions drawn, the following recommendations were forwarded.:  The top management may continue to provide and implement programs and seminars for all school heads annually to give them important information about managing schools educational resources, so they may fully grasp their duties and responsibilities to ensure that the school heads will be given the chance to continuously improve themselves as school leaders. When professional development is provided, it should be evaluated to identify appropriate delivery mechanisms in the different area of resource management and to focus their attention on specific areas of need. The school heads must be persistent in developing and capacitating themselves in balancing the handling and managing of different schools educational resources. School heads must be wise enough to make sure that no resources are wasted and that schools ability to aim high and achieve better is not hindered by different difficulties due to lack of resources. The school heads lived experiences in school-based management and improvement of schools have must be continued as it paves to different benefits for the realization of schools goals. Lastly, future researchers may conduct or utilize the same instruments or similar study on a larger scale enhancing the capabilities of the school heads and management of schools educational resources to obtain more conclusive results.

school improvement

school heads capabilities

school educational resources

school performance