Abstract: This study aimed to determine the leadership style of School Heads in relation to Teachers’ classroom practices in selected secondary schools in Pasig, responded by the School Heads and Teachers. The researcher used a descriptive survey method in collecting quantitative information in a conducive condition that enable respondents to answer the questionnaires through a checklist concerning the leadership style of school heads in secondary schools in Pasig in relation to teachers’ classroom practices honestly and thoroughly. In this study, the school heads, and teachers at secondary schools in Pasig were assigned to answer research questions. From a total of 156, there were 6 (six) school heads and (150) hundred fifty teachers participated in the research questions. Based on the information gathered through survey questionnaires, most of the principal respondents are 35-41 years old, female married, has master’s degree with doctorate units and in up to 36 years in service, as per the results, most school heads are using their instinct as a guiding mother to their children while updating their skills and knowledge in terms of leadership competence through post-graduate studies and used their gained abilities for the betterment of their schools in terms of teachers' classroom practices, using the scales on the questionnaires, the teachers also assessed the level of the leadership style of school heads in terms of achievement-oriented as very satisfactory with a weighted mean of 3.44, which showed that the leadership style of most school heads manifests an achievement-oriented style, the respondents are very satisfied with the school heads’ showing concern for the welfare of teachers; helping teachers overcome profession, and motivating teachers through material and non-material, incentives and support, while directive, supportive and participative as satisfactory, while the teachers’ respondents are 28-34 years old, female, married, has bachelor’s degree with master units, with a position as Teacher I and teaches for below 7 years, being new to the profession teachers combined their theoretical, applied learnings and mentored deftness to lift the standard of their performances when it comes to classroom practices, teachers in terms of mastery of the subject, teaching skills, classroom management, and education skills was assessed as always. There is a significant difference between the school heads’ leadership style and their gender, highest educational attainment, position, and length of service. There is a significant relationship between the school heads’ leadership style and the classroom practices of the teacher respondents.