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This study examined the relationship between eight educational leadership styles (visionary, instructional, participative, authoritarian, transactional, servant, laissez-faire, and distributed) and teacher motivation and performance in Las Piñas City's secondary public senior high schools. Using a descriptive correlational design, data from 200 teachers and 40 school leaders, gathered through survey questionnaires, were analyzed using weighted means, frequency distributions, Pearson correlations, and linear regression. Results showed that instructional, participative, and visionary leadership styles were most effective in enhancing intrinsic motivation and improving teacher performance. Instructional leadership had a significant positive correlation with intrinsic motivation, while participative leadership showed an even stronger correlation. Visionary leadership correlated highly, highlighting importance of a shared vision. Conversely, authoritarian and laissez-faire styles wereless effective; laissez-faire, while showing a moderate correlation with intrinsic motivation, lacked the structure for optimal effectiveness, and authoritarian leadership showed weak correlations.