This study examined the leadership strategies of school heads and their relationship to the effectiveness of teaching–learning delivery management in Tagalog-speaking districts of Camarines Norte during the School Year 2025–2026. Specifically, it assessed leadership strategies and the level of effectiveness of teaching–learning delivery management across eight domains: school-based review, contextualization, and implementation of learning standards; teaching standards and pedagogies; teacher performance feedback; learner achievement; learning assessment; learning environment; career awareness and opportunities; and learner discipline. It also explored the significant relationships between these variables, identified challenges encountered by school heads, and proposed an intervention program. Using a descriptive–correlational design, the study involved 180 elementary and secondary school heads selected through total enumeration. Findings showed that school heads demonstrated very strong leadership strategies across all domains, and the effectiveness of teaching–learning delivery management was rated as highly effective. Results also revealed significant positive relationships between leadership strategies and management effectiveness, with correlations ranging from strong to very strong. Despite these positive results, challenges such as limited time for school-based reviews, insufficient professional development, resource constraints, and classroom behavior management were identified. To address these concerns, the study proposed an intervention program designed to strengthen instructional leadership and improve teaching–learning delivery.