This study aimed to examine the influence of community partnership and school heads’ interpersonal skills on school improvement in public elementary schools in the Dolores I District. Guided by five research questions, the study assessed the level of community partnership in terms of stakeholder involvement, resource mobilization, and community support in decision-making; the interpersonal skills of school heads as perceived by teachers and stakeholders in terms of communication, conflict resolution, leadership style, and collaboration; and the extent of school improvement based on academic performance, facilities and resources, and community engagement programs. A quantitative-descriptive correlational research design was employed. The respondents included teachers, school heads, and key stakeholders from all public elementary schools in the district, selected through total enumeration. Data were gathered using a researcher-made survey questionnaire and analyzed through descriptive statistics and Pearson correlation. Findings revealed that the levels of both community partnership and school heads’ interpersonal skills were high, while school improvement was also rated high, with community engagement and academic performance being its strongest areas. Pearson correlation results indicated a significant positive relationship between community partnership and school improvement (r = 0.712, p < 0.01), as well as between school heads’ interpersonal skills and school improvement (r = 0.684, p < 0.01). The study concludes that both community collaboration and strong interpersonal competencies among school leaders play a critical role in driving educational progress. It recommends enhanced stakeholder participation in decision-making and sustained leadership development for school heads to further support school improvement initiatives.