This study explored the instructional leadership behaviors of school heads in public and private educational institutions in the Sta. Elena District during the 2024–2025 school year. It aimed to address the following problems such as identify school profiles in terms of sector and classification, designation of school heads and their years of service evaluate instructional leadership behaviors across the eight domains of Philippine Professional Standards for School Heads (PPSSH) test for the significant difference between the instructional leadership behavior of the school heads in private and public institutions when grouped according to school profile find out the challenges in instructional leadership behavior and develop an intervention plan to enhance the school heads leadership practices. A descriptive-inferential research design was employed on a total population sample of 270 respondents (257 teachers and 13 school heads) using validated survey instruments data were tested using frequency count, percentage, weighted mean, and ANOVA. Key findings revealed that 1) public schools dominated the district (61.54%) mostly medium schools (53.85%), with most leaders being principals (84.62%) having limited tenure (53.85% with 1–5 years), 2) strengths in instructional leadership behavior were noted in career awareness and learning environments, 3) leadership behaviors are significantly different across school classifications and leadership designations, but not with sector classification or years of service, 4) challenges persisted in pedagogical support and performance feedback with administrative burdens, technological adaptation, and financial constraints as prevalent issues, and 5) the proposed intervention program targeted instructional excellence, organizational efficiency, teacher support, and community engagement.  It concludes that 1) most principals in public medium schools with low tenure, 2) showed strengths in career awareness and inclusive learning environments, 3) while leadership behaviors varied by school classification and designation with significant difference, 4) challenges remained in pedagogical support, feedback, administration, technology, and finances, and 5) the proposed intervention aimed to enhance instructional excellence, efficiency, teacher support, and community engagement.  It is recommended to 1) enhance leadership training for new principals, 2) expand career and inclusive education initiatives, 3) tailor support based on school profiles, 4) strengthen pedagogical and operational systems, and 5) implement a comprehensive intervention for instructional excellence and community engagement for the school heads in both public and private secondary schools.

Instructional leadership behavior

school heads

leadership challenges

intervention plan

school classification