The study assessed the learning engagement of school heads and teachers in improving students numeracy skills. The respondents of the study were six school heads and 55 mathematics teachers from Daet North and South Districts, the study used a quantitative descriptive-correlational design with survey data based on DepEd Orders. Respondents were experienced, with school heads mainly Principal 2 and teachers primarily Teacher 3, most holding masters degree units. Collaboration in resource allocation, monitoring and evaluation, and feedback mechanism was effective, with strengths in staff empowerment, data-driven assessments, and feedback. Areas needing improvement included planning, mentoring peers, and professional discussions. Teachers excelled in hands-on activities and ICT use, with higher-positioned teachers demonstrating greater effectiveness. The study found significant positive relationships between teacher profiles and learning engagement strategies, as well as between collaboration and learning engagement effectiveness. The proposed intervention plan, a handbook for enhancing learning engagement to improve numeracy skills, focuses on using data, differentiated instruction, and motivating students. Recommendations include promoting career progression, cross-disciplinary education, ICT training, and participation in professional learning communities.