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Teaching-Learning Resources (TLRs) are crucial elements needed for teaching-learning activities. The effective use of TLRs may not be realized if the head teacher's leadership and managerial skills are not brought to bear on the available TLRs in schools. The study explored the role of head teachers in the management of TLRs, school climate, and school tuition and also empirically investigated how these roles influenced the overall academic performance in standardized examinations. A sequential exploratory mixed design approach was employed. The qualitative phase involved interviews with 48 head teachers and the second quantitative phase involved a collation of primary data from 500 students and 80 teachers from 500 schools across the nation. Instruments used in both qualitative and quantitative phases were tested for validity and reliability.Performance was measured using average performance in WASSCE examinations for the year 2014. Inferential analysis including the measures ofinternal consistency, confirmatory factor analysis and structural equation model were conducted.