This study explores the influence of administrative support on the academic performance of Junior High School students at Buenavista Integrated School, Zamboanga City Division, during the 2023-2024 school year. Employing a descriptive-quantitative approach, the research assessed the levels of academic and psychosocial support provided by school administrators and their impact on students academic performance. Data were collected from 113 students, revealing that administrative support, perceived as moderate in both academic support with a mean score of 3.04 and psychosocial support with a mean score of 3.05, significantly influence with academic performance, with an R value of 0.234 and a p-value of 0.013. The findings indicate that students rated their academic performance as very satisfactory, with a mean score of 86.25. The study emphasizes the critical role of administrative practices in fostering student success, highlighting the need for enhanced support strategies. Moreover, from a philosophical and psychosocial perspective, the research underscores the importance of humanistic and constructivist approaches in educational administration. Administrators who cultivate a supportive and motivating school climate contribute to student resilience and engagement, aligning with theories of effective leadership. The study provides valuable insights for educators and policymakers aiming to enhance educational outcomes through robust and targeted administrative support systems. These findings contribute to the broader discourse on educational administration, offering a foundation for future research and practical interventions aimed at improving academic achievement through enhanced school leadership.