The study aimed to determine the influence of principal leader behavior (PLB) and teacher organizational morale (TOM) on pupil achievement (PA) in selected elementary schools in the Division of Iloilo City during the school year 1990-1991. This descriptive study utilized 699 out of 1285 Grade Six pupils, 103 Grade Six teachers, and nine (9) elementary school principals. For the principals, the moderator variables were age, educational qualification, teaching experience, administrative experience, and number of teachers supervised. The moderator variables for the teachers included age, teaching experience, experience as Grade Six teacher, teaching assignment, and academic rank. For the Grade Six children, the moderator variables were age, gender, socioeconomic status, and grade point average. Two standardized instruments were used to obtain the data: (1) the LBDQ-Real, or the Leader Behavior Description Questionnaire-Real (for subordinate) devised by Halpin (1995), and (2) the OMQ, or Organizational Morale Questionnaire developed by Allen and Pilnick (1973), revised by Hellriegal and Slocum (1976), and further refined by Nieves (1985). Both instruments were accomplished by the Grade 6 teachers. For pupil achievement, data were taken from the results of the 1990-1991 Division Achievement Test of the nine schools investigated. Descriptive analysis included enumeration statistics, the mean, and the standard deviation. Inferential statistics included the median, the Mann-Whitney U- Wilcoxson Rank Sum W Test, and the Kolmogorov-Smirnov 2-Sample Test, all nonparametric tests for data on principals. The t-test was used to examine the differences in the teacher variables while the one-way analysis of variance was used to analyze the differences in the variables associated with the Grade Six pupils. In order to determine whether PLB and TOM influenced PA, the Kendall Coefficient of Concordance or the Kendall W was computed. The .05 level of significance was adopted in this study. The findings revealed that in the case of PLB, the following variables did not significantly differ: age, educational qualification, teaching experience, and administrative experience. A significant difference was observed only on the variable Number of Teachers Supervised indicating that those principals with fewer teachers to supervise had leader behavior deficiencies. In the case of the teachers, they were found to have exhibited H-O-M, or High Organizational Morale and they did not differ significantly in any of the five variables associated with them, namely, age, teaching experience, experience as Grade Six teacher, teaching assignment, and academic rank. The Grade Six pupils obtained a very high mean rating and were found to have significantly differed in the four variables associated with them were age, gender, socioeconomic status, and grade point average. No influence was found on the part of PLB and TOM on pupil achievement when the Kendall W was computed so that the null hypothesis was accepted. The researcher recommends, among others, further replication of the study to include experiments on any principal-and teacher- detached curriculum schemes especially that which hires paraprofessionals.