A lack of alignment between instructional leadership practices and educators teaching strategies can hinder the students academic growth. The goal of this study was to investigate whether effective instructional leadership contributes to the improvement of teaching practices and ultimately enhances the delivery of instruction. This survey-correlational research study addressed the need to understand the relationship between instructional leadership and teachers teaching practices in public high schools within the First District, Province of Camarines Norte. The study examined the profile of 35 school heads and 60 teachers, selected through simple random sampling, using a standardized questionnaire. Data analysis employed frequency count, percentage, mean, standard deviation, and Pearsons Correlation Analysis.  Specifically, it discusses the demographic profile of respondents in terms of school heads and teachers: age, sex, rank as school head, number of years as school head, relevant training attended, performance training teaching practices in Tagalog Speaking municipalities instructional leadership of the school heads focus on teaching and learning (RA 9155) in terms of: leading strategically, managing school operations and resources, focusing on teaching and learning develop self and others, and build connections significant relationship between the profile of school heads  & teachers and their functions focused on teaching and learning the significant relationship between instructional leadership and teaching practices challenges faced of teacher about school heads in terms of: instructional leadership and management style lastly: strategies or practices employed by school to overcome challenges in instructional leadership and management. The findings of the study show that most school heads are male, belong to 37-43 years of age, rank as Principal 1, with 2 years of experience, 21-40 attended training, and have outstanding performance. Meanwhile, most of the teachers are female, are 25-34 years of age, (Teacher 3) position, 1-5 years of teaching, 1-10 attended training, and have outstanding performance. Teaching practices of teachers in Tagalog-speaking Municipalities show that students are cooperative if their techniques involve interactive activities. In leading strategically, the development and implementation of school plans should be aligned with the institutional goals and policies of the school head. Utilization of technology ensures efficient and effective management of school operations and resources. Practicing a review of contextualizing learning standards assists teachers in making the curriculum relevant to learners. Empowering individuals to achieve school goals and leadership. Lastly, to build connections, respect in diverse relationships in differences among colleagues must be upheld. Furthermore, the study found a significant relationship between teachers profile and their teaching practices, specifically in terms of their position. Additionally, a significant relationship was observed between instructional leadership and the teaching practices of the respondents. This suggests that effective instructional leadership, characterized by strategic leadership, resource management, focus on teaching and learning, self and others development, and building connections positively influences teachers teaching practices. The study also revealed that teachers value well-defined goals and appreciate instructional leaders who thoroughly review classroom directions and consider their work items. School heads who continuously grow professionally, demonstrate effective teaching practices, and embody the qualities they expect from their teacher.  With these, the study recommends further exploration of the specific elements of instructional leadership that contribute to improved teaching practices and the development of strategies to support school heads in developing their leadership skills.

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