This study aimed to identify the consistency of implementation and strategies of the school heads in public elementary schools in Caraga North and South Districts in the Division of Davao Oriental during the School Year 2024-2025. There were three groups of respondents in the study consisting of the school heads, teachers, and parents. The researcher used the descriptive research design and will develop the questionnaire which served as the research instrument of the study to gather the quantitative data through survey method. Most of the respondents of the study are 41-50 years old, with Principal II position serving 20 years and below as a school head of public elementary school handling 41-80 teachers under their leadership. The indicators on the level of consistency of implementation of the school heads in public elementary schools in terms of leadership practices, DepEd policy implementation, professional development, resource management, community engagement, and monitoring and evaluation are all interpreted as “Moderately Consistent” as rated by the school heads, teachers, and parent-respondents. The indicators on the strategies of the school head in public elementary schools in terms of strategic planning, discipline and values formation, teacher empowerment, crisis and risk management, collaborative leadership, and data-driven decision making are all interpreted as “Moderately Consistent” as assessed by the school heads, teachers, and parent-respondents. There are significant differences in the consistency ii implementation of leadership practices, DepEd policy implementation, professional development, resource management, community engagement, and monitoring and evaluation of the school heads in public elementary schools when grouped according to their age, sex, length of service, position, and number of teachers in the school. There is a significant relationship in the consistency in implementation (leadership practices, DepEd policy implementation, professional development, resource management, community engagement, and monitoring and evaluation) and strategies employed (strategic planning, discipline and values formation, teacher empowerment, crisis and risk management, collaborative leadership, and data-driven decision making) by the school heads in public elementary schools with a strong positive correlation.