School leadership continues to play an important role in shaping teachers’ experiences in the workplace, particularly in public schools where administrative demands and resource limitations are often present. This study examined the relationship between the leadership competence of elementary school heads and teachers’ job satisfaction in public schools in Oras District, Eastern Samar, Philippines. The study involved 20 school heads and 191 teachers and employed a descriptive-correlational research design. Data were gathered through adapted survey questionnaires based on the Philippine Professional Standards for School Heads (PPSSH) and the Teachers’ Job Satisfaction Questionnaire (TJSQ). Statistical treatment included the use of mean scores, standard deviation, and Spearman’s rho correlation. The findings showed that teachers generally viewed their school heads as highly competent across the areas of strategic leadership, school operations, instructional leadership, and relationship-building. Among these domains, leadership practices related to building connections and managing school operations received relatively higher ratings. Teachers also reported being generally satisfied with their work, especially in terms of responsibility, relationships with colleagues, and salary. On the other hand, supervision and job security received comparatively lower assessments. When the variables were examined further, significant relationships were found between teachers’ job satisfaction and leadership practices involving school operations, teaching and learning, and relationship-building. Strategic leadership, however, did not show a statistically significant relationship with job satisfaction. This may suggest that teachers respond more strongly to leadership behaviors that directly affect their daily work experiences than to broader strategic functions that are less immediately visible in school settings. The study highlights the importance of practical, supportive, and relationship-oriented leadership practices in promoting a more positive work environment for teachers in public elementary schools.