This study investigated the relationship of principals leadership practices and supervisory approaches on classroom management and procedure in private schools. It sought the level of principals leadership practices and supervisory approaches the level of classroom management and procedure the relationship of principals leadership practices and supervisory approaches on classroom management and procedure and the leadership practices and supervisory approaches on classroom management and procedure as significant predictors, singly or in combination. Descriptive survey method and quantitative approach was used in the study. The respondents of the study involved one hundred (100) teachers at private schools located in Pila, Laguna. The study took place throughout the school year 2023-2024. The findings revealed high levels of leadership practices, particularly in democratic, instructional, transformational, and visionary styles, indicating empowerment, collaboration, and support for professional development. However, directive supervisory approaches were predominant, emphasizing clear expectations and limited teacher autonomy. Classroom management practices demonstrated effectiveness in maintaining learning environments, ensuring student safety, discipline, and time management. Moreover, classroom procedures aligned well with educational goals, offering ongoing support and integration of technology. Significant correlations were identified between principal leadership practices, supervisory approaches, and classroom management procedures, highlighting their interconnectedness in fostering conducive learning environments and supporting teacher effectiveness. The study rejected the hypotheses since there was a relationship between principal leadership practices, supervisory approaches, and classroom management and procedures observed. These findings emphasized the importance of effective leadership in shaping school climate and enhancing instructional quality. Based on the studys result, it was recommended to encourage the principal to blend collaborative leadership with directive practices to balance guidance with teamwork offer ongoing professional development for both teachers and the principal to enhance instructional leadership skills support the principals use of non-directive supervisory approaches to empower teachers and promote autonomy strengthen communication channels among the principal, teachers, students, and parents for better collaboration advocate for regular review and updates of school policies, procedures, and classroom management practices to align with current educational needs and standards and conduct further research to assess the impact of professional development programs for principals on their leadership skills and the subsequent effects on classroom management.

principals' leadership practices

supervisory approaches

classroom management