This study aims to determine the effect of School heads workplace empowerment, organizational commitment to the teachers’ job satisfaction and office performance. This study also answers the level of School Heads’ workplace empowerment, the level of School Heads’ organizational commitment, the level of Teachers’ Job satisfaction, the level of Office Performance Commitment Rating Form (OPCRF), effect of School Heads Workplace Empowerment to the Teachers Job Satisfaction, effect of School Heads Workplace Empowerment to the Office Performance, effect of School Heads Organizational Commitment to the Teachers Job Satisfaction, and the effect of School Heads Organizational Commitment to the Office Performance. In this study, descriptive-correlation research design was used to examine the effectiveness of School Heads Workplace Empowerment, Organizational Commitment to the Teachers Job Satisfaction and Office Performance. There are three hundred (300) randomly selected teachers and school heads from the SDO- Cabuyao City used in this study. Research-made questionnaires was used as the primary tool in this study. Random sampling was one of the simplest forms of collecting data were used in this research. In order to analyze and interpret the given data, mean, standard deviation, and pearson-r correlation was used. Based on the findings, the level of school heads workplace empowerment and organizational commitment were “highly empowered”. Also, the teacher’s level of job satisfaction and Office Performance Rating Form (OPCRF) were “Very Satisfactory”. Furthermore, there is a no significant effect of School Heads Workplace Empowerment to the Teachers Job Satisfaction. Also, there is a significant effect of School Heads Workplace Empowerment to the Office Performance. Moreover, there is a significant effect of School Heads Organizational Commitment to the Teachers Job Satisfaction. Lastly, there is no significant effect of School Heads Organizational Commitment to the Office Performance. Based on the findings, it is concluded that there is no a significant effect between the school heads’ workplace empowerment and teachers’ job satisfaction. Thus, the hypothesis stating that “There is no a significant effect between the school heads’ workplace empowerment and teachers’ job satisfaction” was accepted. Meanwhile, there is a significant effect between the School Heads’ Workplace Empowerment and Office performance. Thus, the hypothesis stating that “There is no significant effect between the School Heads’ Workplace Empowerment and Office performance” was rejected. On the other hand, there is a significant effect between the School Heads Organizational Commitment and Teachers Job satisfaction. Thus, the hypothesis stating that “There is no significant effect between the School Heads Organizational Commitment and Teachers Job satisfaction” was rejected. Lastly, there is no a significant effect between the School Heads Organizational Commitment and Office Performance. Thus, the hypothesis stating that “There is no a significant effect between the School Heads Organizational Commitment and Office Performance” was accepted. Based on the drawn conclusions, it is recommended that the school head may continue to invest in targeted professional development programs that align with teachers' needs and interests. Offering opportunities for continuous learning can directly impact job satisfaction; and DepEd officials and school heads may keep on with involving teachers in decision-making processes, especially on issues that directly affect their work and the school environment. This fosters a sense of belonging and investment in the school's success