This study aimed to determine the significance of the relationship between teacher characteristics and educational leadership among Grade 8 teachers in the Division of Panabo City. Utilizing a descriptive-correlational research design, the study involved 145 teacher-respondents and employed validated and pilot- tested instruments. Data were analyzed using weighted mean, Pearson product- moment correlation, and multiple regression analysis. Results revealed that both teacher characteristics and educational leadership were rated at an extensive level, suggesting that these are frequently demonstrated in the school context. A significant relationship was found between teacher characteristics and educational leadership, leading to the rejection of the null hypothesis. Furthermore, regression analysis indicated that all three domains of teacher characteristics, teacher-student interaction, teaching profession, and humanistic and justice characteristics, significantly influenced educational leadership. Of the three, humanistic and justice characteristics showed the strongest influence. These findings emphasize the vital role that teachers’ professional behaviors and ethical values play in fostering effective educational leadership. The study highlights the need for sustained support from educational leaders, school administrators, and policymakers to enhance both the personal and leadership capacities of teachers. It also offers a theoretical foundation for future research aiming to improve teacher quality and school leadership performance.