This study utilized mixed methods research, particularly convergent design, to determine the influence of organizational culture and conflict management styles on teacher leadership competency. The data were gathered from public secondary school educators in Region XI, Philippines. Sets of validated adapted survey tools with a five–point Likert scale and interview guide were used to gather data. The statistical tools used to treat the quantitative data were mean, standard deviation, and multiple regression analysis, while in the qualitative phase, thematic analysis was employed. In the quantitative phase, results showed that the level of organizational culture is very high, while the conflict management styles were rated high. Also, their level of teacher leadership competency was rated very high. Further, organizational culture and conflict management styles significantly predicted teacher leadership competency. In terms of the lived experiences of participants as regards their teacher leadership competency, three themes emerged: manifestation of a highly efficient leader, establishing positivity, and fostering a supportive environment. In terms of how their experiences shaped their beliefs, two themes were generated: the multifaceted role of a teacher being a leader, embodiment of leadership attributes. In terms of how their experiences shaped their attitudes, another two themes were generated: value-laden leader, attributes of a proactive leader. As to how their experiences shaped their commitment, two themes were also generated: an agent of change, and carrying out leadership through teacher efficiency. Finally, the nature of data integration revealed merging – converging and merging – expansion