This study determined the most dominant situational leadership style of the school heads the level of leaders support of the school heads the extent of self-efficacy of the school head as described by the teacher-respondents and the performance level of the respondents towards work. Moreover, it investigated if situational leadership style and level of support of school head are significantly related to the extent of their self-efficacy and level of teachers performance and if the extent of self-efficacy significantly mediates the relationship between situational leadership style and leader support onto teachers performance. The researcher found out that the most dominant situational leadership styles are the selling style, participating style, and delegating style. Overall, the school heads are highly supportive of their teachers. The self-efficacy of the school heads was highly observed by the respondents. Also, the performance level of the teacher-respondents towards work was highly observed. Moreover, situational leadership style and the level of the leaders support of the school heads contributed to the significant relationship between the extent of self-efficacy and the level of teacher performance, which are also significantly related to each other. There is a partial mediation exist on the extent of self-efficacy to the relationship between situational leadership style and the level of teachers performance, and on the extent of self-efficacy to the relationship between the level of leaders support and the level of teachers performance.