In this study, 43 public elementary and secondary schools in the Maria Aurora Districts, Schools Division of Aurora, were examined for their multicultural diversity management and educational management practices. The study used a descriptive-comparative quantitative research design to investigate how school heads' educational management practices and their multicultural diversity management relate to one another. The demographic profiles of respondents, multicultural diversity management, and educational management methods were all covered in the structured questionnaires that were sent to school heads, IPED coordinators, and SPTA officers. ANOVA, chi-square tests, weighted means, frequency counts, percentages, and Pearson correlation coefficients were among the statistical methods used to examine the data. Findings revealed that respondents represented diverse cultural and linguistic backgrounds, with Ilocano and Bag-o/Kankana-ey/Ibaloy ethnicities being most prominent. Multicultural diversity management across five key areas—content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture—was generally rated “Very Good,” although gaps existed in inclusive assessments and consistent professional development. Similarly, educational management practices, although generally “Practised,” lacked consistency and depth, especially in strategic leadership and inclusive curriculum integration. Statistical analyses showed no significant correlation between demographic variables and respondents’ perceptions or practices. However, a strong positive correlation (r = 0.70, p = 0.011) was found between school heads' multicultural diversity management and their educational leadership practices, indicating that culturally responsive practices significantly enhanced overall school management. ANOVA results showed no significant differences in perceptions across respondent groups. The study culminated in a comprehensive, evidence-based action plan aligned with six Key Result Areas (KRAs), including curriculum development, inclusive leadership, governance, and community engagement. The proposed framework emphasized stakeholder collaboration, cultural integration, and institutional capacity-building to foster inclusive, respectful, and culturally responsive schools. These findings underscored the importance of embedding multiculturalism into educational leadership to support equitable, inclusive, and culturally relevant education for all learners.