This study aimed to determine the significance of the relationship between educational leadership practices and educational quality among selected Grade 10 teachers in the Division of Panabo City. A total of 171 teachers participated in the study. A descriptive correlational research design was employed using validated and pilot-tested research instruments. The data were analyzed using weighted mean, Pearson product-moment correlation, and regression analysis. Findings revealed that both educational leadership practices and educational quality were rated at an extensive level, indicating that these are oftentimes evident in the schools surveyed. All domains of educational leadership practices, goal setting, strategic resourcing, curriculum quality, quality of teaching, teacher learning, safe and orderly environment, educationally powerful connections with families and community, and principal leadership, registered significant influence on educational quality. Regression analysis further showed that teacher learning had the highest influence among the domains. The study concluded that educational leadership practices significantly predict and enhance the educational quality of teachers. It recommends that DepEd officials, school leaders, and teachers collaborate to further strengthen leadership frameworks, classroom instruction, and support systems that promote continuous teacher development and student achievement. The study also encourages future researchers to explore additional variables using diverse research methodologies.