This study aimed to determine the relationship between school structure mechanisms and teacher leadership among selected educational leaders, including assistant school heads, head teachers, academic heads, master teachers, and teachers in leadership roles from the Division of Davao del Norte. A descriptive correlational research design was employed, utilizing validated research instruments administered to 80 participants. Data were analyzed using Weighted mean, Pearson product moment correlation, and regression analysis, with hypotheses tested at a 0.05 level of significance. The findings revealed that the extent of both school structure mechanisms and teacher leadership is extensive, indicating that these are commonly practiced and evident within the sampled schools. A significant positive relationship was found between school structure mechanisms and teacher leadership, showing that well-defined structural mechanisms foster stronger leadership among teachers. The study identified role clarity, physical structure, and organizational structure as significant predictors of teacher leadership, with each domain demonstrating a substantial influence. These results suggest that enhancing school structure mechanisms can significantly bolster teacher leadership. The study recommends collaborative efforts among school members to strengthen these mechanisms and calls for further research to explore additional factors influencing teacher leadership in various educational contexts.