This study was conducted to determine the relationship between the planning practices of teachers and stakeholders’ collaboration in selected public secondary schools in Paquibato District, Davao City. It employed a non-experimental quantitative research design using the correlational method. Universal sampling was used in selecting the respondents, consisting of 132 public secondary school teachers. The statistical tools used were the mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and regression analysis. The results revealed that the planning practices of teachers, including monocratic, collegial, custodial, and supportive approaches were high. Stakeholders’ collaboration in public secondary schools, measured in terms of adaptation, goal attainment, integration, and latency, was also high. Furthermore, a significant relationship was found between the planning practices of teachers and stakeholders’ collaboration. The domains of planning practices significantly influenced stakeholders’ collaboration in public secondary schools in Paquibato District. These findings may serve as a basis for enhancing teachers’ planning practices and strengthening stakeholders’ collaboration. School heads may consider addressing low-performing areas, such as providing support for teachers who struggle with timely submission of requirements, assisting teachers in finding ways to augment their income, promoting leadership traits and team-building activities, and fostering team spirit and enthusiasm in collaborative school work.