This study aims to determine the relationship between the school heads leadership qualities and skills and the implementation of a school improvement plan (SIP) in secondary schools from the division of Laguna. This study also answers the following: (1)The level of school heads leadership qualities in relation to the School Improvement Plan (2)The level of principals skills in school Improvement plan (3) The level of SIP implementation and general environment, and teachers dimension, (4) The principals leadership qualities in SIP have a significant relationship with the SIP implementation, and (5)The principals skills in SIP have a significant relationship in the SIP implementation In this study, Stratified sampling was used to identify the respondents of the study. Selected secondary schools were chosen based on their school sizes. Based on DepEd Order No. 43, s. 2017, schools can be classified into four: small, medium, large, and mega schools, depending on the number of teachers. Each size of the school was represented using the fishbowl technique. The findings of the study are the following: the significant relationship between the principals leadership qualities in the School Improvement Plan in the SIP implementation. The study investigates the relationship between the principals leadership qualities and various dimensions of School Improvement Plan (SIP) implementation. Findings reveal significant relationships between different aspects of the principals leadership (Transformational, Instructional, and Strategic) and key dimensions of SIP implementation, including the Parents Dimension (Quality of Teaching, Learning Outcomes, and General Environment), Teachers Dimension (Clear Goals, Professional Development, Feedback/recognition, and Coaching and Mentoring), School Climate Dimension (Organizational Commitment), and Teachers Teaching Dimension (Empathy, Enthusiasm, Fairness/firmness, and Quality of Instruction). These relationships ranged from very weak to strong, with all p-values indicating significance (p < 0.05). It suggests that the principals leadership qualities are crucial in enhancing various aspects of SIP implementation within the school context. Based on the findings, the following conclusions and recommendations were drawn: The study shows relationship between the principals leadership qualities in the School Improvement Plan in the SIP implementation is significant thus, the researcher therefore concludes that the research hypotheses stating that the Principals leadership qualities in SIP have no significant relationship in the SIP implementation is rejected. The second hypothesis results in the relationship between the principals skills in the School Improvement Plan in the SIP implementation being significant. Thus, the researcher therefore concludes that the research hypothesis stating that the Principals skills in SIP have no significant relationship with the SIP implementation is also rejected. Thus, the alternative should be accepted, which indicates that there is a significant relationship between them. Based on the conclusions drawn in the following recommendations: (1) the studys findings provide practical guidance for implementing school improvement plans, particularly in the area of management. They can inform leadership activities and help schools maintain and enhance their performance to achieve better learning outcomes. (2) The study encourages all stakeholders in the education system to support and work together with the school head to promote quality education initiatives within the community.

skills

qualities

leadership