This study explored the conventional culture practices and organizational social harmonization of teachers in public elementary schools. Employing a non-experimental quantitative research design with a correlational approach, the study aimed to determine the relationship between these two variables. The respondents consisted of 132 public elementary school teachers, selected through universal sampling to ensure that the entire population was represented. Data were analyzed using mean scores, Pearson’s correlation coefficient, and regression analysis. The findings revealed that both the conventional culture practices and organizational social harmonization of teachers were generally high. Moreover, a significant positive relationship was identified between conventional culture practices and organizational social harmonization, indicating that improvements in cultural practices correspond to stronger social cohesion among teachers. Regression analysis further demonstrated that the specific domains of conventional culture practices significantly influenced organizational social harmonization in public elementary schools. Based on these findings, it is recommended that public school teachers participate in professional development seminars and training programs organized by the Department of Education. By adopting and modeling best practices in conventional culture, teachers can actively foster organizational social harmonization, thereby creating a more collaborative, equitable, and supportive educational environment. Such efforts are likely to enhance teaching effectiveness and provide learners with enriched opportunities to achieve higher academic outcomes.