This study explored the influence of school heads’ transformational leadership on the mental health and job satisfaction of early career teachers in public schools in the Maria Aurora District, Aurora. Utilizing a descriptive-correlational quantitative research design, it examined how leadership dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—impact teacher well-being. Ninety early career teachers (1–5 years in service) from 43 public schools participated, assessed using the General Health Questionnaire (GHQ-12) and an adapted Teacher Job Satisfaction Scale (TJSS). Findings revealed that school heads were perceived to exhibit transformational leadership at a “Very Satisfactory” level. Most early career teachers reported moderate psychological distress and average job satisfaction. A statistically significant positive correlation was found between school leadership and both mental health and job satisfaction. Demographic variables, particularly age and teaching experience, also showed moderate relationships with well-being and satisfaction. Based on these insights, a leadership-based action plan was proposed to enhance teacher support and retention.