This study examined the relationship among educational leadership practices, community engagement, and school climate in public secondary and integrated schools in the Division of Davao de Oro during the School Year 2025–2026. Specifically, it determined the levels of educational leadership practices, community engagement, and school climate, as well as the significant relationships among these variables. The study employed a quantitative descriptive–correlational research design. Data were collected from teachers using a structured survey questionnaire adapted to measure the three major variables. Responses were rated on a four-point Likert scale and analyzed using the mean, standard deviation, and Pearson product-moment correlation. Results revealed that educational leadership practices, community engagement, and school climate were generally rated highly, indicating that these indicators were evident in the participating schools. Furthermore, the results showed significant positive relationships between educational leadership practices and school climate, as well as between community engagement and school climate. This implies that stronger leadership practices and higher community involvement are associated with a more positive and supportive school environment. The study concludes that effective educational leadership and active community engagement play vital roles in fostering a conducive school climate. It is recommended that school administrators strengthen participatory leadership approaches, enhance partnerships with stakeholders, and implement programs that sustain collaborative relationships within the school community to further improve the overall school climate.
RONEL M. LIGAN1*, ROEL P. VILLOCINO, EdD.2 (Tue,) studied this question.