This study explored the significant relationship between leadership behavior and teacher competency among selected teachers in the Division of Davao del Norte. Using a descriptive correlational research design, the study engaged 136 teacher-respondents through validated and pilot-tested research instruments. Data were analyzed using Weighted Mean, Pearson product moment correlation, and regression analysis. Results revealed that both leadership behavior and teacher competency were at an extensive level, indicating that they are oftentimes evident in school environments. Furthermore, a significant relationship between the two variables was confirmed. Each of the leadership behavior domains, improvement and collaboration, culture, vision and responsibility, and opportunities and chances, was found to significantly influence teacher competency. Regression analysis also showed that these domains were strong predictors of teacher competency, with opportunities and chances having the most substantial impact. The findings imply that leadership behavior plays a pivotal role in enhancing teacher competency, supporting the need for continuous leadership development and collaborative school culture. These results reinforce the theoretical frameworks of Social Learning Theory, Transformational Learning Theory, and Constructivist Theory, all of which highlight the importance of interaction, critical reflection, and contextual learning in developing effective educators and school leaders