School leaders must motivate their teachers to take action to achieve common goals. Teachers who are motivated and productive in their endeavors ensure that they contribute to societys betterment. As a result, this study aimed to determine the impact of school leaders communication and mental health support on teacher work performance and motivation. The study sought to ascertain the perceived manifestation of crisis management practices and emerging school leadership. It also sought to ascertain the extent of the teachers work motivation and commitment. The studys participants were teachers from the San Francisco District, Division of San Pablo. It included 180 teacher-respondents from the districts seven (1) schools. A descriptive correlational design was used in the study. The researcher-created online survey questionnaire was used to collect the necessary data. Mean and Pearson Product Moment Correlation Coefficients were used to analyze the data. The findings revealed a positive significant relationship between crisis management and teacher-respondent work motivation. The findings revealed a positive relationship between crisis management and teacher-respondent work motivation. It is also suggested that there is a significant positive relationship between emerging leadership and work motivation among teacher-respondents. The findings revealed a significant positive relationship between emerging leadership and work commitment among teacher-respondents. According to the study, school leaders crisis management and leadership may motivate teachers to perform better. School administrators may discover the factors that most motivate teachers at work. They may foster motivation and commitment to teachers by identifying and utilizing these factors.