Abstract: The study aimed to explore the relationship between the leadership practices of school heads and the performance of teachers, recognizing the influential role of school heads in shaping the educational environment. This study focuses on investigating the leadership styles of school heads in schools under Sarpang Dzongkhag and analyzing their performance in school management. A correlational survey design was utilized to explore the connection between leadership styles and management performance. Various methods were employed to collect data, including simple random sampling for 200 teachers and total enumeration for 20 school heads. A structured questionnaire was used to gather relevant information, focusing on leadership practices and teacher performance. Statistical analyses such as weighted mean, T-test, F-test and Pearson r were conducted to assess the associations between variables. The findings of the study revealed the significance of leadership practices on the experiences and outcomes of both school heads and teachers. Teachers’ performance remained consistent regardless of factors like age, educational achievements, or significant contributions. Principals, compared to teachers and senior teachers, demonstrated higher teaching efficiency, particularly in terms of teaching status and years of experience. Additionally, new teachers with less experience displayed lower educational quality compared to those with more experience in the school system. Furthermore, school heads with master degrees exhibited higher levels of leadership practices than those with B.Ed. degrees. Notably, even when school heads demonstrated a high level of authentic leadership, teachers’ performance remained consistently productive.