This study aimed to determine the relationship between the administrators’ leadership and school culture to teachers’ job satisfaction. The study described the leadership style of school administrators it also illustrated the level of administrators' school culture and the level of teachers’ job satisfaction. More importantly, it correlated the school administrators' leadership style and school culture to teachers’ job satisfaction. The study used descriptive correlational design. The focus of the study was 30 School Administrators and 135 teachers from private schools in Canlubang, Calamba City, Laguna. Specifically Based on the findings, the study implied that the relationship between school administrators' leadership styles and teachers' job satisfaction was complex and context-dependent. And on the other hand, it implied that as school administrators' role in the school culture in terms of affiliative collegiality increases, there was a greater increase in the teachers' job satisfaction in terms of relationship with superiors and colleagues. It also suggested the importance of school administrators' role in shaping school culture, particularly in fostering affiliative collegiality among staff members. The moderately positive significant relationship between administrators' promotion of affiliative collegiality and teachers' job satisfaction, specifically in terms of relationships with superiors and colleagues, underscored the importance of cultivating a positive work environment characterized by trust, collaboration, and mutual support. It was concluded that as school administrators' leadership style increases, there was no increase/decrease in the teachers' job satisfaction, this led to the acceptance of the null hypothesis. It implied that regardless of how administrators led the school, whether it be through an authoritarian, democratic, transformational, or other leadership style, it did not have a measurable impact on teachers' job satisfaction. It was concluded that only one variable in school administrators' role in the school culture was observed that had significant effect on the teachers’ job satisfaction, it showed that as in terms of affiliative collegiality increased, there was a greater increase in the teachers' job satisfaction in terms of relationship with superiors and colleagues. It's essential to consider the limitations of the study and the specific context in which the findings were obtained. Factors such as the size and demographics of the school, the leadership practices of administrators, and the measures used to assess affiliative collegiality and job satisfaction may impact the generalizability of the findings. The findings led to the acceptance of the null hypothesis. Among the recommendations were that the school leaders may choose among the leadership styles which was appropriate to their context and may be beneficial among their teachers and learners for them to perform better. School leaders should offer a capacity building or program that may enhance more the school culture being practice in their institution. Teachers should prioritize the enhancement of the mentioned variables in terms of their job satisfaction for their own good. Likewise, they may propose a program to help them better