This study comprehensively examined the teacher’s perspective on the school head’s role in implementing reading interventions in Aglipay East District, Aglipay, Quirino. The research identifies the demographic profile of respondents in terms of age, gender, position, and years of experience in Handling Reading Interventions. It evaluated their level of agreement on the role of school heads in implementing the reading intervention program across four domains: instructional leadership, resource management, professional development, and monitoring and evaluation. The study also assessed the respondents’ perception of the extent of implementation, as well as the relationship between the role of the school head and the teacher’s perspectives on the reading intervention programs. Using a descriptive-correlational design, data gathered via questionnaires were analyzed using frequency counts, percentages, weighted means, t-tests, and Pearson product-moment correlation. Results indicated that teachers perceive school heads as performing their administrative roles. Instructional leadership is a primary strength, characterized by clear communication of goals and the use of evidence-based strategies. Monitoring and evaluation, professional development, and resource management have been significantly agreed to a great extent. Conversely, implementation challenges were perceived as being to a Least Extent, though a Moderate need for increased emotional recognition of teachers’ efforts was identified. Statistical analysis using Pearson’s r revealed a significant positive correlation between the implementation of reading interventions and both instructional leadership and professional development. However, resource management and monitoring/evaluation did not show statistically significant correlations with the extent of implementation. The study concluded that while logistical and evaluative oversight are foundational, the actual success of reading interventions is most directly driven by the school head’s active instructional guidance and the continuous professional growth of teachers. Recommendations encompassed fostering a stronger system of emotional support and recognition to sustain teacher morale during intensive intervention periods.