The study aimed to assess the extent of teachers’ organizational empowerment and citizenship behavior, examine the relationship between these variables, and determine which domains of organizational empowerment significantly influence the citizenship behavior of teachers. A quantitative, descriptive-correlational research design was employed involving 322 public elementary school teachers. The respondents completed two standardized questionnaires measuring organizational empowerment and citizenship behavior. Data were analyzed using mean and standard deviation to determine the extent of the variables, Pearson’s r to test the significance of their relationship, and regression analysis to identify which domains of organizational empowerment significantly influence citizenship behavior. The results revealed that teachers demonstrated extensive levels of both organizational empowerment and citizenship behavior. A statistically significant relationship was found between the two constructs, indicating that higher organizational empowerment is associated with better citizenship behavior. Furthermore, all domains of organizational empowerment such as control of workplace decisions, dynamic structural framework, and fluidity in information sharing were found to significantly influence citizenship behavior. The study recommends that strengthening organizational empowerment should be a shared responsibility among stakeholders to enhance teachers’ organizational citizenship behavior. The DepEd Officials may promote policies that support participative decision-making and recognition systems. Teachers are encouraged to actively engage, collaborate, and demonstrate proactive behaviors, while school principals should adopt empowering leadership practices that foster trust and open communication. Future researchers are advised to apply more advanced research designs to further examine these relationships.