This study was conducted to describe the principals’ personal attributes and managerial practices, and the job satisfaction and job performance of teachers in private elementary schools. It also determined the extent of difference between the self-ratings of the principals and the ratings of the teachers in terms of principal’s managerial practices and the relationship of principal’s managerial practices to their personal attributes and to the job satisfaction and job performance of their teachers. It also described the problems encountered by the teachers in terms of principals’ managerial practices. The respondents of the study were fifteen (15) principals and one hundred five (105) teachers in private elementary schools in four western towns of Tarlac during the school year 2018-2019. Data were gathered, tabulated, and analyzed using the descriptivecomparative-correlational research method. Five sets of questionnaires were used; two for the principals and the other sets were for the teacher respondents. The significant findings of the study are as follows: The majority of the principals in private schools are more than 40 years old, with graduate schooling, still new in the position as principal, and attending in-service training related to management at the regional level. The principals rated themselves effective in terms of managerial practices. This was in conformity with the ratings of their teachers. Teachers are very satisfied with their job in terms of security, work environment, job responsibilities, and community linkages. The performance rating of the teachers given by the academic coordinators/principals is very satisfactory. Principals have different perceptions of their managerial practices as compared to their teachers. The managerial practices of the principals are strongly associated with the job satisfaction of the teachers. The managerial practices of the principals are significantly related to their teachers’ job performance. The personal attributes of the principals are significantly related to their managerial practices except for age. The top problems encountered by the teachers in terms of their principals’ managerial practices along with planning, controlling, and leading are: principals are not giving orientation to the teachers on how to prepare and implement action plans; lack of support in sending teachers to seminars/conferences; and principals seldom or do not supervise the teachers in their teaching/learning assignments. The proposed Principals’ Managerial Practices Model for Private Elementary Schools depicts the positive correlation of managerial practices of principals to their personal attributes and to the job satisfaction and job performance of the teachers.