This study examined the leadership styles and behaviors of public secondary and elementary school heads in Rizal District, Division of Kalinga for the School Year 2025–2026. It aimed to determine the respondents’ profile, the leadership styles they subscribe to, the extent of leadership behaviors they manifest, and the challenges they encounter in performing their roles. The study also tested whether there is a significant difference in the perceptions of school heads and teachers regarding these challenges. A descriptive-survey research design was utilized, involving school heads and teachers as respondents. Data were gathered through structured questionnaires, interviews, and documentary analysis. Statistical tools such as frequency, percentage, weighted mean, and t-test were employed to analyze the data. Findings revealed that democratic, coaching, facilitative, transformational, charismatic, and visionary leadership styles were highly practiced, while autocratic leadership was least observed. In terms of leadership behavior, directive, supportive, participative, and achievement-oriented behaviors were frequently demonstrated by school heads. The challenges encountered, both internal and external, were generally rated as slightly to moderately serious, with lack of funding, resource constraints, and pressures of leadership emerging as notable concerns. Statistical analysis showed no significant difference between the perceptions of school heads and teachers regarding the challenges encountered. The study concludes that school heads effectively practice multiple leadership styles and behaviors that contribute to school performance, despite facing manageable challenges. Continuous professional development and support mechanisms are recommended to further strengthen leadership effectiveness.