The associations among teachers' involvement in school governance, the principals' bureaucratic orientation, empowerment, and administrative performance in the public secondary schools in Iloilo was ascertained in this study. Conducted in January 2000, the participants of this descriptive-correlational research were the 95 randomly selected secondary school principals and 495 teachers selected through the proportional random sampling. Four (4) standardized instruments were used--the Bureaucratic Orientation Survey (Dubrin, 1996), the Empowerment Acts Description Questionnaire (Sorolla, 1999), the Administrators' Performance Questionnaire (Ables, 1995), and the Governance Rating Scale (Dubrin, 1997). An information sheet was was provided to gather data on the principla - and teacher-related factors. Data were analyzed using the means, standard deviations, the t-test for independent samples, the One way Analysis of Variance, the Stepwise Multiple Regression Analysis, and the Perason's r. The significance level for inferential tests was set at .05. The study found out that the public secondary school in Iloilo had "highly involved" teachers and principals who had "fairly satisfied" bureaucratic orientation, were empowered to a "high extent" and had outstanding administrative performance. Significant differences existed in the degree of involvement in school governance among the teachers grouped as to academic preparation. Significant differences were noted in the degree of empowerment among the principals grouped according to school location and enrollment size. School enrollment was a significant predictor of teachers' involvement in school governance. Administrative experience, academic preparation, school location, and school enrollment did not significantly predict the principals' bureaucratic orientation, empowerment, and administrative performance. The teachers' involvement in school governance was positively and significantly correlated with the principals' bureaucratic orientation and negative but significantly correlated with the principals' empowerment. Finally, the principals' empowerment was negatively but significantly correlated with their administrative performance.