The continuing school violence and bullying issues necessitates a study on the best path model of school climate as estimated by leadership behavior of school principals, self-efficacy and professional development of teachers. Quantitative descriptivecorrelation-causal research design was used in the study. Four hundred randomly selected public school teachers of Region XI were considered as respondents. Four survey instruments were used in gathering data. The statistical tools used were mean, standard deviation, Pearson Product Moment Correlation and Maximum Likelihood method in the path analysis of the variables that best fits the school climate. Findings revealed that the leadership behavior of school principals was always manifested, a very extensive professional development of teachers, an always evident teachers’ self-efficacy, and a very much positive school climate. Further, leadership behavior of school principals, professional development of teachers, and self-efficacy of teachers had significant positive relationships to school climate, but only self-efficacy significantly influenced the school climate. The best fit model of school climate showed that self-efficacy of teachers had direct effect on school climate while leadership behavior of school principals and professional development of teachers had no direct effect to school climate, but they had direct effect to self-efficacy.