This study examined teachers perceptions of trust, empowering leadership and psychological empowerment and their impact on well-being through a moderated-mediation model. Using a descriptive research design, data were gathered from 350 respondents in the Division of San Pablo City via online surveys. Various statistical methods, including correlation, mediation, and moderation analyses, were used to examine the relationships among the study variables. Findings revealed that teachers perceived trust, psychological empowerment, and empowering leadership as highly practiced within the schools. Furthermore, they very high their overall well-being including job satisfaction, work-life balance, and mental health was significantly enhanced by the empowering leadership and psychological empowerment fostered by their school heads. These leadership qualities created a supportive work environment that contributed to teachers professional fulfilment, emotional well-being, and ability to maintain a healthy balance between work and personal life. Mediation analysis demonstrated that trust defined by reliability, integrity, and benevolence was a highly significant factor affecting teachers well-being. It played a crucial role in enhancing the positive effects of empowering leadership and psychological empowerment exhibited by school leaders. Additionally, moderation analysis was conducted to assess the impact of time pressure and collectivist orientation on teachers well-being, particularly in relation to the extent of empowering leadership and psychological empowerment highly practiced by school heads. Empowering leadership and psychological empowerment positively impact teachers well-being, with trust playing a crucial role in strengthening these relationships. Trust fosters a supportive environment and mediates teachers experiences.  Additionally, time pressure and collectivist orientation, as moderating variables, were not found to have a significant effect on the relationship between empowering leadership or psychological empowerment and teachers well-being. Additionally, the absence of significant interaction effects suggests that these factors do not modify the influence of empowering leadership or psychological empowerment on teachers well-being. These findings emphasize the need for a trust-driven, empowering culture in the Division of San Pablo City.