The study determined the extent of leadership styles of school heads and the extent of classroom practices of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing the descriptive-correlation method. Validated questionnaires and a Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. Two hundred fifty (250) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the extent of leadership styles of school heads was extensive while the extent of classroom practices of public secondary school teachers was very extensive. Moreover, the overall results revealed that indicators for leadership styles of school heads have a strong positive relationship to the classroom practices of public secondary school teachers. Further, results from the regression analysis revealed the following have a strong influence on leadership styles of school heads on classroom practices of public secondary school teachers: Supportive, Participative, Achievement-Oriented, and Directive. It was recommended that school heads should manage change and develop a mechanism to improve the schools system through creative support of its manpower of teachers, staff, learners, and community. Education can be effective in an environment that is not conducive to teaching and learning. School heads conduct seminars and workshops on Different Leadership Styles to sustain high performance in managing and leading the school.