This study examined the influence of generational cohorts of school heads on policy implementation and school culture as a basis for a proposed leadership development program in Lopez West District, Quezon Province. Specifically, it identified the dimensions of generational cohorts of school heads in terms of values orientation, professional work disposition, leadership role perception, decision-making and governance style, and change and innovation orientation. It also determined the level of policy implementation and school culture and examined the significant relationships among the variables. The study employed a quantitative descriptive-correlational research design with comparative analysis. The respondents were 237 teaching personnel from 27 public elementary schools selected through simple random sampling. A researcher-made questionnaire served as the primary instrument for data collection. Data were analyzed using weighted mean, standard deviation, and Pearson product-moment correlation coefficient. Findings revealed that the dimensions of generational cohorts of school heads were generally rated highly dominant, indicating professionalism, ethical leadership, collaborative governance, and openness to innovation. Policy implementation was highly implemented in instructional, administrative, and stakeholder-related policies, while personnel-related policies were moderately implemented. School culture practices were fully implemented across all indicators. Significant positive relationships were found between the dimensions of generational cohorts, policy implementation, and school culture practices. The study concluded that leadership characteristics associated with generational cohorts significantly influence policy implementation and school culture. Consequently, a leadership development program was proposed to strengthen leadership effectiveness across generational cohorts.