This survey-correlational research aimed to determine the relationships among school management effectiveness, conflict handling strategy, organizational commitment, and leadership style of women instructional leaders in selected public secondary schools in the two divisions of the Department of Education in the province of Capiz-the Division of Capiz and the Division of Roxas City. The study was conducted in November 2014. The participants of the study were the 60 randomly selected school principals and school heads in selected public secondary schools. The simple sampling method was used in the selection of the participants of the study. The data-gathering instruments utilized to gather data needed for the investigation-the Department of Education's Performance Appraisal System for School Administrators (PASSA), for school management effectiveness; the Conflict Management Style Survey (Hall,1969, in Tehurne, 2007) for conflict handling strategy; the Organizational Commitment Questionnaire (Allen & Meyer, 1990) for organizational commitment; and Leadership Style Survey (Clark, 2011) for leadership style. Except for the Department of Education's Performance Appraisal System for School Administrators (PASSA), the other three data-gathering instruments are published and standardized and are valid constructs for their administration. However, since these instruments are either adopted in this study and purposes of eliminating culture bias , they were again subjected to face and content validation and eventually subjected to factor analysis for construct validity and reliability. To describe the obtained data, the researcher will employ frequent counts, means, ranks, and standard deviations. For inferential analysis, the t-test for independent samples , the Mann-Whitney test, the Pearson's r, the eta correlation, and the Stepwise Multiple Regression Analysis were used. The .05 alpha level was used as criterion for the acceptance or rejection of the null hypotheses. Study results revealed that the women instructional leaders were outstanding in terms of their school management effectiveness; employed the accommodator style as their conflict handling strategy; were fairly committed to their jobs-be it affective, continuance, normative or overall commitment; and they generally employ participative style of leadership. The women administrators differed significantly in their school management effectiveness when classified according to teaching experience, administrative experience, and school enrollment; in their organizational commitment--more specifically in their continuance commitment when they were grouped according to size of teaching staff managed; in their normative commitment when they were grouped according to size of support staff managed. The women instructional leaders' organizational commitment (affective, continuance, normative, and overall commitment), leadership style, and school management effectiveness were not significantly related. School enrollment, size of teaching staff were significant predictors of women instructional leaders' school management effectiveness.