Abstract
The study sought to determine the relationship of the multifactor leadership styles of school heads with that of schoolbased management in Sariaya West District, Schools Division of Quezon for school year 2022-2023. The study utilized a quantitative descriptive-correlational design where a researcher-made survey questionnaire was employed in gathering the data needed. The data were statistically analyzed using mathematical average and Pearson Product-Moment Correlation Coefficient. The respondents of the study were composed of 152 teachers from six (6) big schools in the District. Transformational leadership is moderately correlated with school-based management at 0.01 level. According to the survey, the majority of school heads used a transactional leadership style with an average mean of 4.01. The accountability and ongoing development of school-based management show the power of the school leaders. According to Muturi (2021), in laissez-faire leadership, the head teacher believes that there should be no rules and regulations since everyone has a sense of responsibility. As a result, a laissez-faire school's environment may be more creative and fulfilling for those involved in the school management system. The results of the study helped generate the following conclusion: At the 0.01 significant level, the null hypothesis that there is no significant relationship between school leaders' multifactor leadership styles and the level of school-based management is statistically not supported. The findings of this study may enhance leadership and school governance curriculum and learning, accountability and continuous improvement and management of resources., School heads may implement a variety of leadership philosophies and assessment tools. Teachers may participate in decision-making processes, particularly those involving schoolbased management and its procedures. The current study may serve as the foundation for future research on management practices in schools on leadership styles of school heads.