Generally, organizational culture varies in different schools. Its role in the development of the school had a greater impact as far as administrators, school heads, and instructors were concerned. This paper intended to identify the culture of the school and determine the leadership competence being practiced and effectively evaluate and assess the educational programs and its implementation in order to achieve the best performance particularly in State Universities and Colleges. Three cultures were involved in the study such as Individualized, Balkanized, and Collaborative. Results show that collaborative culture was the most evident school organizational culture which posted evident and highly evident respectively. There was significant difference in the Collaborative Culture. Leadership competence however, was intended to identify the level being practiced according to the following components as perceived by the respondents to wit, Developing and Communicating VMGO, Data-Based Strategic Planning, Problem Solving, Building High Performance Teams, Coordinating with Others, Leading and Managing Change and Resource Mobilization. It determines the significant differences in the collaborative culture and levels of leadership competence being practiced when respondents were grouped according to three groups and profile variables. The researcher used the descriptive approach involving 161 respondents from three State Universities and Colleges represented, 46 administrators, 24 school heads and 121 instructors. The tools used were frequency count, percentage, mean, T-test, Kruskal Wallis, Mann Whitney U and Spearman Rho. There were significant differences that exist in the level of leadership competence being practiced by school administrators and school heads when grouped according to educational attainment and school address and the null hypothesis was rejected. Significant relationship exists in the collaborative culture and leadership competence of State Universities and Colleges.