School administrators play a significant role in shaping the teaching and learning environment in basic education institutions. This study examined the influence of school administrators’ leadership skills on teachers’ work performance and professional behavior in a public elementary school in Palo, Leyte, during School Year 2025–2026. Grounded in Transformational Leadership Theory and aligned with the Philippine Professional Standards for School Heads (PPSSH), the research utilized a descriptive single-case qualitative design. Ten purposively selected teachers participated in semi-structured interviews, and data were analyzed using Braun and Clarke’s thematic analysis. Findings revealed that leadership is practiced through participative and collaborative decision-making, clear and transparent communication, supportive and approachable engagement, and fair, goal-oriented management. These practices significantly enhanced teachers’ performance, strengthened professional accountability, and promoted collaborative engagement. Moreover, the holistic contribution of leadership was reflected in the creation of a positive school environment, continuous professional growth, and collective commitment among teachers. The study concludes that effective, supportive, and transformational leadership plays a vital role in improving teacher motivation, professional behavior, and overall school performance. The findings provide empirical evidence to inform leadership development initiatives within the Department of Education in Leyte and similar educational contexts.