Academic leadership plays a vital role in fostering innovation and institutional effectiveness in higher education amid evolving global demands. This study examined the relationship between academic leadership practices, school culture, and educational innovation at Laguna State Polytechnic University. Using a descriptive-correlational design, data were collected from 260 faculty members across four campuses through a validated survey instrument. Statistical analyses included weighted mean, standard deviation, and Pearson product–moment correlation.

       Findings revealed that academic leadership practices, particularly transformational, adaptive, servant, inclusive, and digital leadership, were generally manifested, with transformational leadership emerging as the most prominent. School culture components and educational innovation were both perceived as practiced, indicating a supportive and innovation-oriented institutional environment. Correlation results showed strong and significant positive relationships between leadership practices and educational innovation (r = .673 to .809), as well as very strong correlations between school culture and innovation (r = .766 to .864). Adaptive and digital leadership, along with student-centered focus and learning environment, demonstrated the strongest associations.

        The study concludes that strengthening leadership practices and cultivating a supportive institutional culture are crucial for advancing educational innovation and sustaining quality higher education.