This study aimed to look back on the transformational and resilient leadership of SBM Level III school principals in management of people and VUCA school environment. Specifically, it aimed to answer the following: the level of transformational leadership qualities, resilient leadership qualities, management of people, management of VUCA school environment, significant relationship between the transformational leadership qualities and resilient leadership of SBM Level III school principals in management of people and VUCA school environment. Using purposive sampling, the subject of this study are the 21 school principals managing an SBM Level III school for the current school year. The 562 respondents were comprised of school principals and teachers from SBM Level III schools. Researcher-made instruments were crafted as tools to gather the information needed in this study. In analyzing and interpreting the gathered data, mean, standard deviation, and Pearson-r Correlation were used. The findings indicate all the level of transformational and resilient leadership of the principals were very highly evident. Moreover, all the level of management of people and management of VUCA school environment were excellent. A significant relationship was found between transformational leadership of school principals and their management of people and VUCA school environment, and a significant relationship was found between resilient leadership of school principals and their management of people and VUCA school environment. Based on the findings, the following conclusions were drawn: there is significant relationship between transformational leadership of school principals and their management of people and VUCA school environment, and significant relationship between resilient leadership of school principals and their management of people and VUCA school environment. Therefore, the researcher rejected all the hypotheses. Results revealed a strong presence of transformational leadership qualities among principals. Moreover, principals showcased confidence in addressing dynamic challenges posed by volatility, uncertainty, complexity, and ambiguity in school environments. It is recommended to enhance training programs for principals focusing on developing transformational and resilient leadership skills. The schools division and sub-offices may prioritize resilient leadership development initiatives. This includes providing resources and support for principals to enhance their resilience, empathy, adaptability, and cultural understanding, which are crucial for fostering a positive school environment and addressing VUCA challenges. Moreover, integrating VUCA preparedness components into leadership training and support programs and prioritizing resilient leadership development initiatives are recommended that may empower principals in navigating complex educational landscapes effectively. Lastly, implementing regular feedback mechanisms is advised that may provide principals with valuable insights for continuous improvement and foster a culture of accountability and transparency in school leadership.