This study examined a leadership framework from a teacher and student perspective for school management and improvement in the northern part of Ghana. The research created a model for using sustainable instructional intervention technology (SIT) in basic school leadership, which aimed to explore the relationship between teachers' professional development and their teaching effectiveness, as well as the connection between leadership methods and teaching strategies. The study employed correlational design with sample of 479 teachers in the Tamale metropolis to assess the concepts of leadership framework characteristics: professional growth, change management, systems and operations, culture and behavior, instructional strategies, and community engagement. The data indicated a relationship between professional progress and instructional methodologies; however, this relationship is not significant. A correlation coefficient of 0.209 indicates a weak positive association between professional development and instructional practices. The results demonstrated a robust association between the instructional methodologies and the systems and operations, respectively. Once more, we were unable to reject the null hypothesis, suggesting that there is no significant difference between the leadership framework and instructional methodologies. There exists a significant association between the leadership framework and professional progress in leadership, as well as the characteristics of systems and operations.