The descriptive-causal research aimed to determine the relationships of instructional leadership, teacher motivation and teacher beliefs to school effectiveness. Population of the research comprised 500 teachers serving in the public elementary schools in Region XI. Respondents were selected through stratifiedrandom sampling. The researcher used the mean, multiple regression, and Pearson product-moment correlation as statistical tools. A research instrument was utilized, validated and pilot tested and data were analyzed and carried out using the path analysis to determine the best fit model. After performing the path analysis and structural equation modeling analysis, all of the hypothesized models yielded best fit results based on the suggested fit indices which were found congruent with the standard value. Findings revealed that instructional leadership, teacher motivation and teacher beliefs had significant contributions to the school effectiveness. Results suggested that all variables were influenced by school effectiveness and revealed that the values GFI – goodness fit indices, NFI – normed fit index and CFI – comparative fit index were greater than 0.90 marked the best fit model of school effectiveness.
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