This study investigated the relationship between leadership qualities and administrative tasks performance effectiveness among public school heads in Capalonga District. Utilizing a descriptive-correlational quantitative design anchored on Transformational, Instructional, and Contingency leadership theories, data were collected from a census of 28 school heads and 56 purposively selected teachers via validated questionnaires. Results indicated that while school heads demonstrate strong leadership, particularly in vision alignment, growth is required in decisive action and participatory communication. Performance was rated highly effective in resource allocation (WM=3.54) and policy implementation, yet gaps were identified in conflict resolution and public representation. Correlation analysis revealed strong, significant links between leadership traits and administrative effectiveness (ρ up to .845), specifically in policy implementation and student tracking, though community engagement remained largely independent of leadership strengths. Challenges such as stakeholder engagement (WM=3.31) and heavy administrative workloads were consistently encountered, although findings showed that efficient resource allocation significantly mitigated stakeholder-related difficulties (ρ = −.459). The study concludes that persistent systemic pressures necessitate structured support, leading to the development of Project STREAM (Schoolheads Tapping Resources for Ease in Administrative Management) to streamline documentation and systematize resource mobilization through the Partner-Link Matrix and Digital Kit. Recommendations include the institutionalization of clerical assistance and the district-wide piloting of Project STREAM. Future researchers are encouraged to expand the scope to explore organizational climate and the qualitative lived realities of school administrators.