This study investigates the impact of management administrative leadership styles on students’ academic performance in secondary schools, focusing on the roles of school principals and teachers. Through a descriptive research design, data from 100 respondents in four selected secondary schools are analyzed. The research explores conflicting views on the influence of school principals and teachers on academic performance, with scholars emphasizing teachers’ commitment and principal leadership styles. The concept of academic performance is discussed in terms of scholastic standing and statistical indicators, highlighting the importance of grades and learning outcomes. Leadership is defined as a process of influence, with leadership styles such as autocratic, democratic, and laissez-faire identified as significant factors. Furthermore, teachers’ commitment is conceptualized as affective, normative, and continuance, influenced by factors like job satisfaction and transformational leadership. The study addresses the need to examine both principal leadership styles and teachers’ commitment collectively in understanding their impact on student academic performance. Through survey questionnaires and data analysis procedures, the research aims to contribute to the understanding of effective management strategies in improving student outcomes.