Understanding teachers’ perceptions of school leadership is important in determining how leadership practices influence teaching effectiveness and the overall school environment. School leaders play a significant role in guiding teachers, improving instructional practices, and promoting a positive school culture within educational institutions. However, inconsistencies in leadership behaviors may create challenges in achieving educational goals and maintaining effective school management. Examining teachers’ perceptions of school leadership can therefore provide valuable insights into improving leadership practices and strengthening instructional support in schools. This study examined teachers’ perceptions of effective school leadership at Balo-i Central Elementary School in Lanao del Norte. Guided by Transformational Leadership Theory, the study aimed to determine teachers’ perceptions of the instructional competence and management practices of school heads. A descriptive research design was utilized to describe and analyze the existing leadership practices observed in the school setting. The participants consisted of 20 teachers selected through simple random sampling to ensure fair representation. Data were collected using an adopted and validated questionnaire consisting of three parts: teachers’ demographic profile, instructional competence of school heads, and management practices. Responses were measured using a five-point Likert scale. The collected data were analyzed using descriptive statistics, including frequency counts, mean, and standard deviation, as well as Pearson Product-Moment Correlation to determine relationships between variables. The findings revealed that teachers generally perceive school leadership as effective, particularly in instructional supervision, communication, and collaborative decision-making. The study recommends continuous leadership development programs and strengthened teacher engagement initiatives to further improve school leadership practices and support educational effectiveness.