This study evaluated how professional learning communities and teacher effectiveness are perceived by innovative leadership and teamwork. The relationship between teachers' performance and professional learning communities and creative leadership and teamwork was examined using a descriptive correlational design. The association between two or more variables was established by correlation design. The elementary teachers at Sto will be the study's respondents. San Pablo City's angel district. For this investigation, the researcher used the entire population. A self-made survey questionnaire was distributed to the respondents to learn how they felt about innovative leadership, teamwork, professional learning communities, and teacher performance. A self-made questionnaire was the main tool the researcher utilized to collect data for the study to get the teachers' responses on creativity. The findings revealed that the mean distribution indicates a strong agreement across various dimensions of innovative leadership, such as transformative vision, innovative strategies, and fostering teamwork. The teachers exhibit strong agreement in adaptability, decision making, leadership, and communication, indicating effective teamwork practices. The teachers strongly agree on various aspects of PLCs, including shared vision, supportive leadership, and enabling structures, highlighting cohesive and collaborative environments. The teachers demonstrate strong agreement in their performance across different dimensions, indicating high-quality teaching practices and professional engagement. Based on the study's results, there is a significant relationship between innovative leadership and professional learning communities.