Teachers play a crucial role in shaping students’ futures. However, they often delay tasks such as lesson planning, assessments, grading, and other clerical duties, which can negatively affect the quality of education. Teacher procrastination has become a significant issue in educational institutions, impacting not only individual educators’ performance but also the organization's overall effectiveness. This study aims to explore the mediating effect of job satisfaction on the relationship between the work environment and teachers' procrastination at Rizal Memorial Colleges, Inc. (RMCI). A quantitative, non-experimental research design was used, employing a descriptive correlational and mediation approach. The sample included 107 full-time teachers with at least one year of experience, selected through a universal sampling technique. The study utilized a validated and reliable survey questionnaire to measure work environment, teacher procrastination, and job satisfaction. Data were analyzed using mean, Pearson r, and mediation analysis. Results revealed that job satisfaction fully mediates the relationship between work environment and teacher procrastination. This implies that job satisfaction mediates between the work environment and teacher procrastination. A favorable work environment alone is insufficient without internal job satisfaction, essential for reducing procrastination. Future researchers are encouraged to explore procrastination in public schools and other regions, focusing on external factors like work pressure and organizational culture. Investigating stress, burnout, and motivation as mediators may provide deeper insights. Longitudinal studies could also help understand the long-term effects of work environment changes on teacher behavior.