This study determined if the school leadership practices are significantly related to School-based Management Level of Performance. The respondents were public elementary school teachers and school heads in the Division of Laguna. Descriptive-correlational design was utilized. A survey questionnaire was used to gather data. The data gathered were treated using descriptive statistics (weighted mean and standard deviation). The T-test was used to determine significant difference between perception of the school leadership practices on the school-based management performance and Spearman Rho to test the significant relationship of practices with School-Based Management focus on performance. Multiple regression analysis was likewise applied to determine which among the independent variables singly or in combination predicts the dependent variables. The school leadership practices along leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections were all rated highly evident. Therefore, based on these findings it is concluded that the level of school leadership practices has no significant difference in the SBM Level of Performance as perceived by the respondents. While there is significant relationship between school leadership practices as to leading strategically, curriculum and instruction, accountability, and continuous improvement, and building connections and SBM performance as to access, efficiency, and quality. Established educational leadership practices is needed to increase the school performance that affects the SBM level of practice thus, it is recommended that school heads and learning leaders may undergo training seminar courses focus on managing school operations, leading strategically and other leadership practices.