This study aimed to determine the relationship between the school heads leadership styles to the teachers effectiveness and school performance in terms of transformational leadership styles, instructional leadership, moral or ethical leadership and multiple leadership styles and to determine the school heads leadership qualities to teacher effectiveness and school performance in terms of visionary, trustworthy, flexible, interpersonal skills, innovative, initiative and empowerment. The study was conducted in the first semester of S.Y. 2022-2023 at Paete, Pakil, Pangil, Liliw and Pagsanjan Sub-office/District in Laguna. The data and information were gathered by using survey questionnaires composing of eighty (80) questions that were answered by the selected teachers at five (5) Sub-office/District. The school heads leadership styles in terms of transformational leadership styles, particularly their willingness to accept responsibilities, inspire participation, and trust listen actively, and seek feedback, and be open to new thinking and taking risks have a significant impact on the success of schools and their stakeholders. Based on the study by Saleem, Mahmood, Khan (2018) on the relationship between transformational and organizational performance in Pakistani higher education institution found that leader who were open to new thinking and willing to take risks were more successful in promoting innovation and adapting to change. In addition to this, the visionary leadership qualities, visibility, transparency, technical assistance, and empowerment of the school heads leadership qualities was observed to have a significant relationship to the teachers effectiveness and school performance. This implies that these qualities and interpersonal skills of the school head are important factors in developing positive relationship between principals and teachers to impact student achievement. The study revealed that there is significant relationship between the transformational leadership styles in terms of planning and preparation, instruction, classroom environment and professional responsibilities and indicate direct relationship among the variables considered. Moreover, there are significant relationship between all the qualities of the school heads concerning (OPCRF) Office Performance Commitment and Review Form and (SBM) School-Based Management in terms of visionary, trustworthy, flexible, interpersonal skills, innovative, initiative and empowerment to teachers effectiveness and school performance. Thus, the researcher further concludes that the researchers null hypothesis “there is no significant relationship between the school head leadership styles to teachers effectiveness and school performance was rejected and the null hypothesis” there is no significant relationship between the school head qualities to teachers effectiveness and school performance was rejected too. The conclusion drawn from the findings, the following recommendations are hereby given: the school heads must be more open to new thinking and willing to takes risks and they must show more empathy not only to their teachers and fellow school heads but to everyone, the school heads must be more open to criticism, and vulnerable in favor of the needs of the people. It also recommends that school heads must share power with the subordinates and give them the authority to decide. Provide more engaging and interactive educational tools. Perform appropriate instructional supervision in the new normal setting of basic education services to achieve the desired learning outcomes and performance standards. Increase Practice of SBM Level from Level 2 to Level 3.