This study examined the change management practices of school heads in curriculum implementation and their influence on teacher effectiveness, with change leadership schema as a mediating variable, conducted in public secondary schools in the Sariaya District, Division of Quezon. The study utilized a convergent mixed-method design. For the quantitative part, the data were collected from 246 teachers using a self-made, validated, and reliability-tested questionnaire, while qualitative data were gathered using guide questions to identify challenges encountered in curriculum implementation.

           Mean and standard deviation were used to determine the levels of change management practices, teacher effectiveness, and change leadership schema. Pearson product-moment correlation and mediation analysis were utilized to examine the relationship and indirect effects. The qualitative data were analyzed using thematic analysis. The findings showed that change management practices were highly practiced, teacher effectiveness was highly effective, and change leadership schema was highly demonstrated. Significant relationships were found among change management practices, teacher effectiveness, and change leadership schema. It was also demonstrated that change leadership schema mediates the relationship between change management practices and teacher effectiveness. The qualitative results identified challenges in understanding curriculum change, planning, communication, implementation, monitoring, evaluation, and sustaining curriculum implementation.

               Overall, the study concludes that effective change management and strong leadership competencies are essential for enhancing teacher effectiveness, although there are still challenges in curriculum implementation. This emphasizes the importance of leadership support, communication systems, and capacity-building activities in schools.