This study investigated the relationship between school leadership and teacher performance of Public Elementary teachers in Capalonga District, addressing a gap in research on the transfer of learning within this context.  This descriptive-correlational study examined the relationship between school leadership, transfer of learning, and teacher performance among 148 elementary school teachers in the Capalonga District, selected via stratified random sampling. Data were collected using a validated questionnaire measuring perceptions of leadership effectiveness, transfer of learning, and teacher performance. Findings revealed correlations between leadership practices and teacher performance, particularly in professional development and promotion.  While most teachers exhibited high performance, a negative correlation highlighted the need for improved alignment between leadership support and teacher outcomes.  Significant positive correlations emerged between effective leadership and factors influencing the transfer of learning (training quality, organizational support, motivation, student feedback, and peer collaboration), suggesting that strong leadership positively impacts these key elements.  The study concludes by recommending targeted professional development and leadership interventions to enhance teacher performance and foster a culture of professional growth. Analysis of teacher demographics and 2022-2023 Individual Performance Commitment Review Forms (IPCRFs) revealed a predominantly female teaching force composed of entry-level teachers with Bachelors degrees.  While most teachers received outstanding IPCRF ratings, a significant negative correlation emerged between leadership effectiveness in professional development/promotion and teacher performance. Key factors influencing teacher performance included training quality, organizational support, personal motivation, student feedback, and peer collaboration. A positive correlation was found between effective school leadership practices and these influencing factors, suggesting avenues for performance enhancement. The study concludes with recommendations for targeted professional development, improved leadership practices, and strategic interventions to strengthen the identified influential factors, aiming to create a holistic approach to improving teacher effectiveness and fostering a culture of professional growth.