This study assessed the leadership instructional management practices and challenges encountered by elementary teachers in the Schools Division of Camarines Norte. Anchored in instructional and transformational leadership theories, the research employed a quantitative descriptive-correlational design involving 270 teachers and school heads in Vinzons District via total enumeration. Findings revealed that leadership was perceived as "Very Effective" across all PPST domains (Weighted Means=4.19–4.29), particularly in Content Knowledge and Learning Environment. Conversely, teachers reported "Challenging" difficulties (WM=3.58–3.95), most notably in Assessment and Reporting (WM=3.95) due to excessive documentation. Spearman’s rho analysis confirmed significant positive correlations between leadership effectiveness and teacher challenges across all domains (p < .05), with the strongest association in Assessment (ρ = .564), indicating that increased leadership demands concurrently raise teacher burdens. The study concludes that while leadership is robust, it necessitates systemic support to mitigate administrative strain. In response, the Comprehensive School-Based Instructional Leadership and Support Pilot (CSILSP) was proposed to streamline assessment, institutionalize coaching, and manage workloads. It is recommended that school administrators adopt simplified documentation templates and protected planning routines to align high leadership standards with sustainable teacher well-being.