This study was conducted to determine the relationship between school heads governance in managing school operations and resources as correlate of public elementary schools performance. Descriptive-correlational research design was employed and the statistical tools such as Pearson r, mean and standard deviation were utilized to test the relationship of the independent and dependent variables. Hypothesis was tested and the findings revealed the following information: the null hypothesis stating that there is no significant relationship between the perceived level of school heads governance in school operations and resource management and that of the performance of the school in terms of access, quality and efficiency is not sustained. Having all those findings, this study suggests that schools focus on enhancing the skills and knowledge of school heads through professional development opportunities, particularly in areas such as financial management and school facilities and equipment. To ensure gender diversity and equal opportunities for male and female educators, the recruitment process for school heads may also be considered. Schools may allocate resources to support school heads governance in areas where improvements are needed, such as financial management and school facilities and equipment. Assessment strategies that are aligned with curriculum requirements may improve the quality of education, and schools may consider diagnostic, formative, and summative assessment strategies. The study highlights record management as having the highest correlation with access, financial management with efficiency, and diagnostic, formative, and summative assessment strategies with quality. Further research may investigate the factors that influence school head governance in school operations and resource management, such as leadership style, personality traits, and education and training.