This study examined the relationship between educational leadership habits and online teaching practices of 110 elementary teachers in the Tagum City Division. Using a descriptive-correlational research design, the study employed validated survey instruments to measure the extent of educational leadership habits and online teaching practices. Statistical tools such as weighted mean, Pearson product moment correlation, and multiple regression analysis were utilized to analyze the data at a 0.05 level of significance. Findings revealed that both educational leadership habits and online teaching practices were rated at an extensive level, indicating that these practices were oftentimes evident among teachers. Correlation analysis showed a significant and strong relationship between educational leadership habits and online teaching practices. Regression results further demonstrated that educational leadership habits significantly influenced online teaching practices, with instructional leadership, professional development, visionary leadership, and organizational support emerging as strong predictors. The model explained a substantial proportion of variance in online teaching practices, underscoring the critical role of leadership behaviors in enhancing digital instructional effectiveness. It is recommended that teachers sustain and further develop their educational leadership habits by actively engaging in continuous learning and reflective practice.