School Leadership Support and Teachers' Work Performance in Public Elementary Schools in Ambaguio District, Nueva Vizcaya, Philippines

School leadership support is an important organizational factor associated with teachers' professional performance and instructional practices. This study examined the relationship between school leadership support and teachers' work performance in public elementary schools in Ambaguio District, Nueva Vizcaya, Philippines. A quantitative descriptive-correlational research design was employed, involving 120 public elementary school teachers handling Kindergarten to Grade 6. Data were gathered using structured questionnaires measuring five dimensions of school leadership support: instructional guidance, professional development, administrative assistance, communication, and emotional support. Descriptive statistics, Pearson product–moment correlation, and multiple regression were identified as analytical procedures. The reported findings indicated high levels of perceived school leadership support (M = 3.86, SD = 0.52) and self-reported teachers' work performance (M = 4.08, SD = 0.43). A moderate positive relationship was reported between overall leadership support and teachers' work performance (r = .54, p < .001). These findings suggest an association between supportive school leadership and favorable teacher-reported professional performance. The study highlights the relevance of instructional guidance, professional development, and responsive administrative practices in strengthening school-based support systems. It recommends sustained professional learning opportunities, collaborative instructional supervision, and improved organizational support to address teachers' professional needs.