This study investigated how the curriculum development framework in the Labo West District, Division of Camarines Norte, influenced elementary teachers leadership skills and collaborative processes in curriculum development. It explored teachers leadership skills, focusing on instructional, collaborative, curriculum, visionary, and change leadership. The strengths and weaknesses of the districts curriculum framework were examined, particularly in planning, designing, implementation, and evaluation. The study aimed to identify significant relationships between these framework aspects and teachers leadership skills, alongside the challenges teachers faced within the framework. Proposed interventions aimed to enhance both the curriculum framework and teachers leadership capabilities for educational progress. Guided by Lewins Field Dynamic Theory, Fullans Change Theory, and Harris and Muijs Distributed Leadership Theory, the study used a survey inspired by Angelle and DeHarts Teacher Leadership Inventory to assess leadership dimensions among elementary teachers in Labo West District. Using purposive sampling, 82 teachers, ranked from Teacher III to Master Teacher II with leadership roles and at least three years of curriculum experience, were selected to provide insights into the relationship between curriculum framework strengths and leadership skills. The study found that elementary teachers demonstrated moderate competence across leadership dimensions, excelling in areas like assessment use (WM = 4.46) and collaborative trust-building (WM = 4.55). Gaps remained in mentoring peers (WM = 4.35), curriculum revision (WM = 4.20), and vision articulation (WM = 4.22). The curriculum framework showed strengths in inclusivity (WM = 4.50) and critical thinking promotion (WM = 4.46) but needed clearer structures (WM = 4.28) and better alignment between evaluations and instructional adjustments (WM = 4.16). Significant correlations existed between strong curriculum planning and collaborative (r = .255) and change leadership (r = .425), while weak planning was linked to lower change leadership (r = -.240). Project TABANG was proposed to address these challenges through collaboration, resource sharing, and leadership development during INSET, aiming for continuous improvement and better educational outcomes.

Educational Improvement

Collaborative Learning

Professional Development

Curriculum Development

Teacher Leadership