This study examined the relationship between teacher self regulation and leadership style among 135 elementary school teachers in Sto. Tomas, Davao del Norte. Using a quantitative descriptive correlational research design, the study employed adopted and validated survey instruments to measure the extent of teacher self regulation in terms of goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self instruction, emotional control, and self assessment, as well as leadership style in terms of authoritarian, democratic, and laissez faire leadership. Data were analyzed using weighted mean, Pearson product moment correlation, and multiple regression analysis at a 0.05 level of significance. Findings revealed that both teacher self regulation and leadership style were extensive, indicating that these behaviors were oftentimes evident among respondents. Correlation results showed a significant relationship between teacher self regulation and leadership style. Regression analysis further demonstrated that teacher self regulation significantly influenced leadership style, with intrinsic interest and goal orientations emerging as the strongest predictors. This paper concludes that internal regulatory processes play a critical role in shaping leadership behaviors among teachers, underscoring the importance of fostering self regulatory competencies to strengthen adaptive and effective leadership practices in educational settings.