Professional development of school heads has been described to be fragmented, incoherent, not sustained and not aligned according to state education standards and these activities have not been closely linked to instructional reforms. Programs have focused on administering schools and not on teaching and learning - the data did not diagnose students’ needs and coach or mentor teachers. School Heads need to spearhead in finding solutions to predicaments of instruction. An increase of professional development activities did not improve school performance and has not improved student learning outcomes. The poor quality of student learning is due to the deteriorating knowledge, skills and competence of school heads and their commitment to initiate reforms and programs in schools. The study explored on the significance of the relationship between professional development strategies and efficacy of school heads of Island Garden City of Samal. The study made use of the correlation survey method. An analysis was done on the data collated from 64 respondents both in Elementary and Secondary Schools through the use of mean and Pearson r. The result revealed that there was a significant relationship between professional development strategies and efficacy of school heads except for Action Research, Teaching Portfolios and Team Teaching, these against Student-Centered Leadership.