The findings of this study will not only contribute to the existing body of knowledge on educational leadership but also provide practical recommendations for school heads striving to create more supportive and effective learning environments. Understanding how teachers view their leaders can help in fostering an educational climate where leadership practices are aligned with the needs and expectations of those who matter most: the learners themselves. This might result in the creation of better-aligned policies, improved leadership models, and more focused professional development programs that promote effective school leadership. This would guarantee that educational institutions are effectively managed and capable of meeting their objectives. This study employed the descriptive method of research. A checklist was the main tool to gather data. Descriptive research involves a collection of data to test hypotheses or to answer questions concerning the current status of the subject of study. Participants were the 75 elementary teachers of Quezon District, Division of Nueva Ecija, during the School Year 2024-2025. The study concludes that teachers’ perceptions of the leadership effectiveness of school heads, in terms of communication and leadership style, are not significantly influenced by demographic factors such as age, gender, civil status, educational attainment, or years of teaching experience. The positive correlations between these variables highlight that school heads who demonstrate clear, open, and consistent communication and who employ effective leadership styles (particularly transformational or adaptive styles) are more likely to be viewed as effective by their teachers. The study highlights the critical role that communication plays in leadership effectiveness. School heads who are effective in communicating expectations, being responsive, and sharing important information promptly are viewed more positively by teachers.