Transformational leadership is globally recognized as an effective strategy across many disciplines, and its role in education is particularly vital. This study was conducted during the School Year 2025–2026 among 132 elementary school teachers in the South Cluster of Santiago City to determine how such leadership influences teacher motivation and job satisfaction. Using a descriptive-correlational research design, the study sought to establish the relationship between these variables, focusing on how leaders who communicate a clear, shared goal and provide personalized support can empower their faculty. The research is anchored in Herzberg’s Two-Factor Theory, examining the idea that transformational leaders do more than just manage—they promote an inspiring environment that motivates others to exceed basic expectations. Through data gathered from nine public schools, the study analyzed teacher perceptions of their principals’ leadership behaviors alongside demographic profiles such as age and teaching experience. By testing null hypotheses regarding these connections, the research aimed to provide localized evidence of how intellectual stimulation and individualized consideration translate into higher morale within the Philippine school system. The findings serve as the foundation for a targeted Plan of Action designed to help school heads in Santiago City institutionalize leadership strengths that support teacher well-being and a positive school culture. Ultimately, this study offers practical insights for DepEd officials and administrators, emphasizing that when leaders inspire and empower, they create a sustainable path toward instructional excellence and professional fulfilment.