This study aimed to investigate the relationship between work behavior and educational leadership practices, and their impact on teacher performance and job satisfaction. A descriptive-correlational analysis design was employed, involving the participation of teacher-respondents from public elementary schools in the Candelaria West District. Specifically, it sought to answer on perceived work behavior such as professionalism, punctuality, engagement, and collaboration educational leadership practices such as transformational leadership, instructional leadership and distributed leadership teacher performance such as classroom management, student achievement, instructional quality, and peer review teacher job satisfaction such as work-life balance, recognition and professional development.  The primary source of data is a researcher-made questionnaire. The statistical methods employed were frequency, Mean, Standard Deviation and Pearson r. Findings revealed a significant relationship between work behavior and teacher performance, as well as between educational leadership practices and job satisfaction, and between teacher performance and job satisfaction. Also, findings revealed no significant relationship between work behavior and teacher job satisfaction. However, job satisfaction does not mediate the relationship between work behavior, educational leadership practices and teacher performance.