This study explored the significant relationship between educational leadership attributes and classroom management among public secondary school teachers in the Division of Davao City. Utilizing a descriptive-correlational research design, data were gathered from 130 teacher-respondents through validated and pilot tested research instruments. The study employed statistical tools including weighted mean, Pearson product moment correlation, and multiple regression analysis, with hypotheses tested at the 0.05 level of significance. Results revealed that both educational leadership attributes and classroom management were at an extensive level. Specifically, the five dimensions of educational leadership attributes, rationalistic, realistic, optimum, visionary, and idealistic, were all perceived as oftentimes evident. Similarly, the indicators of classroom management, namely adaptive teaching, relationship, and behavior management, were also extensively practiced. The findings further confirmed a significant relationship between educational leadership attributes and classroom management. Moreover, regression analysis indicated that all five leadership domains significantly influenced classroom management, with optimum leadership exerting the greatest impact. These results underscore the vital role of educational leadership in enhancing classroom practices. The study recommends strengthening leadership development initiatives and embedding leadership skills into professional growth programs for teachers to foster better managed and more effective learning environments.