This investigation aimed to determine the team relationship, mentoring behavior, leadership qualities, and productivity among public secondary school administrators in Iloilo. It likewise aimed to ascertain whether team relationship, mentoring behavior, leadership qualities, and productivity would relate significantly with each other. The subjects of this study were the 87 randomly selected public secondary school administrators in Iloilo. This descriptive-correlational research utilized four published instruments: Parker's Team-Player Survey (1996) --to measure the administrators' relationship with the team, Gupton and Slick's Mentoring Behavior Scale and Leadership Characteristics Scale (1993) --to ascertain the extent of the administrators' mentoring behavior and leadership qualities, and Nieves' School Productivity Inventory (1985) --to assess the administrators' performance and effectiveness. The data gathered for this study were subjected to certain computer-processed statistics. To describe the data gathered, frequency counts, ranks, means, and standard deviations were utilized, while the t-test, the Stepwise Multiple Regression Analysis, and the Pearson's r set at .05 alpha were employed as inferential statistics. The study found out that the public secondary school administrators in Iloilo maintained a "communicating" type of team relationship and mentoring behavior, manifested a "cooperative" leadership quality, and had "low" productivity. In addition, they projected "very supportive" mentoring behavior and possessed "good" leadership qualities. The administrators did not differ significantly in their type of team relationship maintained and their leadership qualities. Significant differences existed in the mentoring behavior between the male and female administrators--with female administrators manifesting "very supportive" behavior while the males were only "supportive". Significant differences were likewise noted in the productivity among the administrators grouped according to age--in favor of older administrators; educational attainment--in favor of those with graduate degrees; administrative experience--in favor of those with longer experience; school type--in favor of those managing old national high schools; and school location--in favor of those managing schools situated in the poblacion. School location significantly predicted the administrators' team relationship; gender and age were significant predictors of the administrators' mentoring behavior; and educational attainment, administrative experience, school type, and school location were significant predictors of the administrators' productivity. Finally, the administrators' team relationship, mentoring behavior, leadership qualities, and productivity were not significantly correlated.