The primary aim of this study was to examine the relationship between the communal collaboration system and organizational demeanor of teachers in public secondary schools in Cateel District, Division of Davao Oriental. Employing a descriptive-correlational research design, the study sought to describe the current status of these variables and explore the underlying dynamics influencing teacher behavior and school operations. A total of 141 public secondary school teachers participated in the study. Findings revealed that both the communal collaboration system and the organizational demeanor of teachers were generally at a high level, reflecting strong cooperative practices and effective professional conduct within the schools. Furthermore, statistical analysis demonstrated a significant positive relationship between the communal collaboration system and organizational demeanor, leading to the rejection of the null hypothesis. This indicates that higher levels of collaboration among school administrators are closely associated with more effective organizational behavior among teachers. The results underscore the importance of fostering a culture of collaboration in secondary schools. School administrators are encouraged to continue inspiring both teaching and non-teaching staff to achieve excellence in their tasks, while reinforcing organizational practices that promote integrity, professionalism, and collective engagement. By integrating innovative knowledge and social system strategies, administrators can enhance the alignment between communal collaboration and organizational demeanor, ultimately improving overall school performance. Future research may build on these findings by incorporating additional factors not addressed in the present study, such as leadership styles, resource management, and teacher motivation, to further elucidate the dynamics of effective school governance and professional collaboration.