Background: Conflict is an inevitable occurrence in educational organizations, potentially obstructing effectiveness and influencing student learning performance. Effective management of conflict through appropriate negotiating styles is crucial for maintaining harmonious relationships and achieving educational goals.

Objective: This study aimed to develop management models linking negotiation styles to learning performance and conflict resolution among school heads and teachers.

Methods: Employing a descriptive-quantitative research design, the study involved 276 teachers and 18 school heads from nine central schools in the Schools Division of Cagayan de Oro City, Philippines. Data were gathered using a validated Conflict Negotiation Style Survey and National Achievement Test (NAT) scores. Statistical analyses included frequency, percentage, Pearson Product Moment Correlation, and Covariance.

Results: Findings revealed distinct negotiating style configurations associated with improved outcomes. Teachers' problem-solving style demonstrated a significant positive correlation with learning performance. Conversely, school heads' accommodating, avoiding, and compromising styles showed significant positive correlations with school performance. Conflict triggers varied, with teachers citing miscommunication and school heads citing gossip as primary factors.

Conclusion: The study proposes two management models: one for advancing learning performance and another for facilitating conflict resolution. These frameworks suggest that specific negotiating style configurations between school leaders and teachers can constructively complement student learning performance and resolve institutional conflicts.