This study aimed to determine the crisis management practices in response to the CoViD-19 pandemic and beyond of the public elementary school heads. Qualitative research design through in-depth interviews and focus group discussion (FGD) were used to gather data while the phenomenological approach was employed to come up with the themes. Seven (7) purposively selected elementary school heads participated in this study. Results revealed five themes on their difficulties during the pandemic: unavailability of emergency response mechanisms, no standby funds for emergent crisis, lack of materials for independent learning, prohibition on teacher-learner interaction, and complications in tapping support from stakeholders. As to their difficulties during reversion to full in-person classes, the themes deduced were adjusting with the processes of school-based instruction, overcoming fear and anxiety, lack of school facilities to ensure learner safety and well-being, reluctance of parents to allow their children to attend face-to-face classes, and difficulty in crafting and implementing programs on learning recovery and continuity. As to their crisis management practices the themes were: attending trainings on crisis and emergency management, strengthening the SDDRMC, integrating school safety and emergency preparedness in the SIP, conducting regular mental wellness advocacy for teachers and learners, and institutionalizing stakeholders’ support and participation.