This study focused on the school heads’ shared governance practices and management style on the implementation of school based continuity plan of selected schools in Santa Cruz Sub-Office and Pila Sub- Office. Specifically, it sought to answer the following: (1) the level of school heads’ shared governance practices, (2) the level of school heads’ management style, (3) level of implementation of school based learning continuity plan, (4) the significant correlation between the school heads’ shared governance and implementation of school based learning continuity plan as to aforementioned variables and (5) the significant correlation between the school heads’ management style and implementation of school based learning continuity plan. The study used descriptive design. The respondents involved 100 elementary school teachers of selected schools from the above-mentioned sub-offices. To gather information, appropriate statistical tool such as mean, standard deviation and pearson-r correlation. Data from this study indicates that the level of school heads’ shared governance practices is to a very great extent, as to the level of school heads’ management styles, all indicators are verbally interpreted as to a very great extent. Also, the level of the school heads response towards the implementation of school based continuity plan is to a very great extent. Then the relationship between the school heads’ shared governance and implementation of school based learning continuity plan has no significant relationship. Lastly, a significant relationship between the school heads’ management styles and implementation of school based continuity plan was not found. On the basis of the foregoing findings, the following conclusions were drawn. The study shows that there is no significant relationship between the school head’s shared governance practices and implementation of school based learning continuity plan. The second hypothesis result shows that school head’s management styles has no significant relationship to the implementation of school based learning continuity plan. Thus, the researcher, therefore, concludes that the research hypotheses stating that there is no significant relationship between the school heads shared governance practices and management styles to the implementation of school based learning continuity plan is accepted between them. Based on the conclusions, the following recommendations were drawn. 1. It is recommended that the researchers exercise caution in interpreting the results and refrain from overstating the implications in the absence of statistically significant findings. Instead, emphasis should be placed on discussing the nuances of the data, potential limitations of the study, and avenues for future research. 2. The researchers should consider exploring alternative methodologies or refining the research design to address potential confounding variables and enhance the robustness of the findings. Collaborative efforts with practitioners and stakeholders could also provide valuable insights and ensure the relevance of the study findings to real-world contexts. 3. It suggest while the study holds promise in shedding light on the 4. dynamics of school management and its impact on various stakeholders, it's important to temper expectations regarding the significance of the results and adopt a nuanced approach in their interpretation and dissemination. This approach will facilitate a more informed dialogue within the educational community and pave the way for future research endeavors aimed at addressing the complexities inherent in educational practice.