This quantitative descriptive-correlational study determined the influence of the School Governance Council (SGC) on leadership practices among two hundred sixty-four respondents in Labo East District, Schools Division of Camarines Norte. Utilizing total enumeration and purposive sampling methods, data were gathered via a validated questionnaire and analyzed using weighted mean and Spearman’s rho. The findings revealed that the SGC exerts a highly influential impact on leadership practices, particularly in decision-making and building linkages (weighted mean of 3.51). Furthermore, SGC roles are always implemented, with linkage-building obtaining the highest overall rating (3.57). A strong, positive, and statistically significant relationship exists between SGC role implementation and leadership effectiveness, demonstrating the strongest correlations in decision-making (ρ=.825) and resource generation (ρ=.824). The primary challenges hindering effective governance include insufficient training, severe time constraints, and low stakeholder participation, while coordination issues were the least encountered. Consequently, the study concludes that the SGC serves as a pivotal strategic partner that promotes inclusive administration, excelling in consultative and legislative roles rather than in technical operational execution. Although participatory governance is effectively institutionalized, structural and technical barriers restrict optimal functionality, indicating a willing but under-equipped council. To sustain governance effectiveness, the study recommends prioritizing high-level legislative roles, utilizing simplified visual data dashboards, and integrating SGC engagement metrics into formal leadership evaluations. Most notably, the Division Office should implement flexible digital modules, and school heads must institutionalize the proposed Project SGC-LEAD to systematically overcome capacity limitations through adaptive micro-learning protocols and blended governance frameworks. Future researchers may conduct parallel studies.