The study explored how school management practices address the challenges faced by Teachers-In-Charge (TICs) in the Schools Division of Camarines Norte. Focusing on instructional leadership, financial management, resource management, and stakeholder engagement, it aimed to identify challenges and corresponding management practices. The research examined the relationship between these challenges and management strategies, providing insights into effective school leadership. The study proposed a tailored intervention program to enhance the leadership capabilities of TICs and improve school management practices within the division. Grounded in Fayols Principles of Management, Hersey and Blanchards Situational Leadership Theory, and Lorenzs Butterfly Effect Theory, the study utilized a descriptive correlational research design. It employed quantitative and qualitative methods, collecting data from 71 TICs through questionnaires. The findings revealed significant challenges in instructional leadership, financial management, resource management, and stakeholder engagement, with data-driven instructional leadership being the most critical issue. A significant negative correlation of -0.975 was found between challenges and management effectiveness. To address these challenges, TICs used proactive approaches such as Learning Action Cell (LAC) sessions and financial transparency. A proposed Comprehensive Management Primer seeks to enhance TICs skills in key management areas. The study concluded that improving instructional leadership, resource management, and stakeholder engagement is essential for advancing educational outcomes in the division.