The research study entitled principals leadership style to teachers performance and professional advancement was conducted with the aim of determining the significant relationship between principals leadership styles and principals role to teachers performance and professional advancement. Specifically, the study attempted to determine the extent of principals leadership styles in terms of democratic, autocratic, and laissez-faire the level of principals role in terms of decision-making, communication, and delegation of duties the level of teachers performance in terms of lesson plan preparations, assessing students, involvement in extracurricular activities, and IPCRF (Individual Performance Commitment Review Form) Rating the level of teachers professional advancement in terms of seminars/trainings attended, recognition as a resource speaker/trainer, and pursuing graduate education and significant relationship between principals leadership styles and principals role to teachers performance and professional advancement. The researcher employed the descriptive method of research in the development of the study and it was conducted with the help of one hundred (100) elementary teacher-respondents from Crisanto Guysayko Memorial Elementary School, Yukos Elementary School – Main, and Taytay-Malaya Elementary School. The level of the principals leadership styles and principals roles is interpreted as “Very High” with remarks of “Always Observed” and teachers performance with interpretation as “Very High” and with remarks of “Always Observed” and “Outstanding” for IPCRF Rating. On the other hand, teachers professional advancement got a weighted mean with remarks of “Very Low”. In sum, there is a significant relationship between principals leadership styles and principals role to teachers performance and professional advancement.                 Based on the foregoing findings, the following conclusions were reached: (1) Principals leadership styles have a significant relationship with teachers performance and professional advancement. Therefore, the researchers hypothesis that there is no significant relationship between principals leadership styles and teachers performance and professional advancement is rejected and (2) Principals roles have a significant relationship with teachers performance and professional advancement. Thus, the researchers hypothesis that there is no significant relationship between principals role and teachers performance and professional advancement is partially rejected. In the light of the foregoing conclusions, the following recommendations were formulated: (1) Principals may continue to apply their leadership styles for the success of plans and projects of their school and principals and DepEd Officials may offer more seminars, especially for the National and International Level for the professional growth of the teachers (2) Teachers may continue their masters degree and doctorate degree for their professional advancement and with these, they also may be promoted on their job with a salary increase (3) Finally, to future researchers, they may use other relevant variables about principals leadership styles and principals role to teachers performance and professional advancement.