This study aimed to explore the relationship between the schools management operations and the learners academic achievement in the Public School in Lumban Sub-Office, Division of Laguna. Employing a descriptive research method, a self-made survey questionnaire with 30 questions on a five-point rating scale was administered study and one hundred twenty-five (125) elementary teachers. The questionnaire, validated by three master teachers, assessed the level of resource management relative to five areas namely, community partnerships, equipment, facilities, instruction, and facilities. Results indicated that school heads manifestation of their competency in school resource management operations was outstanding in all areas namely: community partnerships, equipment, facilities, faculty, and instruction. However, the learners academic achievement level was found to be satisfactory. Significantly, the hypothesis is not sustained since there is a positive significant correlation between the level of schools resource management operations and the learners academic achievement as to consolidated mean percentage score. It implies that as the resource management skills of school heads increase the performance of learners also improves. Therefore, the null hypothesis stating that there is no significant relationship between the level of resource management of school heads and the learners academic achievement is rejected. Recommendations included by the school heads should engage in ongoing professional development to enhance resource management, leadership, and best practices. While academic performance is generally excellent, targeted interventions like tutoring, enrichment activities, and personalized learning plans can help improve lower scores. Documenting and sharing best practices in resource management and teaching methods will maintain consistency across schools. Establishing a central repository of successful strategies and fostering collaboration will benefit all students. Further research is needed on how resource management by school administrators impacts teacher performance.