To create a more favorable atmosphere for student achievement, teacher motivation, and overall school success, school leaders play a crucial role. It was impossible to exaggerate the importance of school heads' leadership since they have a major say in how educational institutions were envisioned and run. Hence, this correlational research aimed to gain an in-depth analysis of school heads professional profile, leadership styles & management functions in shaping teachers & school performance. The objectives of the study were focused on the professional profile of the school heads and teachers, the leadership styles of elementary school head, the extent of management function executions, the teachers’ proficiency and core behavioral competencies, and the school performance in the province of Laguna as perceived by the school heads using the Office Performance Commitment and Review (OPCR). Tools designed by the researcher were created to collect the data required for this investigation. The collected data were analyzed and interpreted using the mean, standard deviation, and Pearson-r Correlation. Results revealed a considerable proportion of school heads and teachers possess master’s degrees, while attainment of doctorate degrees was relatively low. Most educators have served for 6 to 10 years, with a significant portion remaining in their current school for over a decade, suggesting stability and potential contributions to institutional continuity. Moreover, the school heads predominantly exhibit participative and transformational leadership styles, as perceived by teachers, with transactional leadership also present but to a slightly lesser extent. They also demonstrate a high level of effectiveness in executing management functions, particularly in planning, organizing, staffing, directing, coordinating, reporting, and budgeting, as perceived by teachers, with a strong emphasis on aligning plans with long-term goals, maintaining structured learning environments, and efficiently allocating resources. On the other hand, the teachers exhibit consistently high levels of proficiency and core behavioral competencies across various domains, as evaluated by school heads using the Individual Performance Commitment and Review (IPCR), with strong application of subject matter expertise, effective facilitation of learning, proficient planning and curriculum implementation, high professionalism and ethics, result-oriented focus, and innovative thinking. Additionally, results from the perceived school performance by the school heads as based on the Office Performance Commitment and Review (OPCR) indicate high school performance levels across various domains, including instructional leadership, safe learning environment provision, effective human resource management and development, and robust parent and community engagement. Consequently, the study reveals that while the professional profile of school heads shows no significant relationship with teacher and school performance metrics, years in service exhibit a weak correlation with certain aspects. Conversely, the leadership styles and management functions of school heads demonstrate significant relationships with teacher and school performance, ranging from very weak to strong, with all p-values confirming statistical significance. Subsequently, the null hypothesis was accepted for the professional profile but rejected for leadership styles and management functions, indicating significant relationships with performance metrics. Based on the findings, the recommendations emphasize the importance of ongoing professional development programs for school heads, focusing on enhancing leadership skills and pedagogical knowledge. Division supervisors and top management personnel were encouraged to provide training and guidance on effective leadership approaches, such as transformational and participative leadership, which have shown positive associations with performance indicators. Additionally, school division superintendents should prioritize the development of managerial competencies among school leaders to optimize school operations and enhance overall performance.