The study was to determine the significant relationship between the roles and leadership skills of the institutional leaders to the school climate and performance in the Division of Laguna. In this study, the teachers evaluated the roles of the institutional leaders with regards to strategic planning, school management and operations, learners well-being and resilience, faculty and staff empowerment and parent involvement and community partnership as well as school climate with respect to school safety, interpersonal relationship, teaching and learning, and institutional environment and the level of schools performance in terms of academic achievements, performance ratings, accomplishments, awards and recognition and community linkages. Using a descriptive design of study to test the hypothesis, the researcher carefully reviewed the data from 25 schools and 125 teachers who participated in the study and were responders from the sub-offices of Bay, Calauan, Los Banos, Pila, and Victoria. The survey used in this study included primary teachers from the division of Laguna as respondents, and it was verified by the Public Schools District Supervisor, Principal, and Master Teacher. The researcher used descriptive research design to gather necessary data and information. The statistical treatment of data consisted of the descriptive part used frequency count, mean and standard deviation, and for the interferential part, the Pearson product-moment correlation was used. The findings revealed that the roles of the institutional leaders were highly evident. Likewise, the leadership skills as perceived by the teachers with regards to effective communication, strong ethics and standards, innovation and creativity and decision making were also highly evident, and all were interpreted as very high. The school climate with respect to school safety, interpersonal relationship teaching and learning the institutional environment received a highly observed. On the other hand, the school performance relative to academic achievements, performance rating accomplishments, awards and recognition and community linkages was also highly observed from the respondents on how their institution was improved. All were interpreted as very high. As seen in the treatment of the study, the null hypothesis indicated that there is no significant relationship between the roles and leadership skills of the institutional leaders to the school climate and performance in the Division of Laguna is accepted. Based on the finding and conclusions drawn, the following recommendations were forwarded.: The institutional leaders may continue to offer and implement programs and seminars for all school leaders annually to provide them with crucial information about managing schools climate and performance. This will help them understand their duties and responsibilities and ensure that the school heads will have the opportunity to continuously improve themselves as school leaders. Institutional leaders may continue their postgraduate studies and attend management and leadership skills seminars to make sure that their demanding tasks are always fulfilled and attained. The institutional leaders may keep enhancing their leadership skills to carry out their responsibilities for ongoing academic performance improvement more successfully. Finally, researchers may conduct follow-up surveys of additional respondents to validate their results. By gaining a better grasp of the relationship between the roles and skills of institutional leaders and the school climate and performance, parameters may also be altered, or other modifications made to achieve more conclusive findings.

roles of institutional leaders; leadership skills; school climate; school performance