The main purpose of the study was to determine the relationship between the social and cultural factors to the empowerment of women in the educational community. The following objectives were sought: (1) to identify the profile of the respondents in terms of age, civil status, and socioeconomic status (2) to measure the level of social factors in terms of family, community, and social norms (3) to measure the level of cultural factors in terms of values, beliefs and practices (4) to determine the level of empowerment of women in the educational community in terms of professional career, socioeconomic development, political engagement and psychosocial development (5) to determine if theres a  significant difference in the empowerment of women in the educational community when grouped according to profile (6) to test whether the level of social factors have a significant relationship to the empowerment of women in the educational community (7) to test whether the level of cultural factors have a significant relationship to the empowerment of women in the educational community. The descriptive method was used in the study to determine the relationship of social and cultural factors to the women empowerment in the educational community. The primary respondents were 180 women of the 4th class of 4th district of Laguna. Data was collected through a self-made questionnaire and statistically analyzed using mean, standard deviation, and Pearson product correlation. Most survey participants belong to the age bracket of 30 to 39 years, are married, and belong to the poor category. The overall mean level of social factors such as family with “very high” verbal interpretation, community with “high” interpretation as well as social norms. On the other hand, the overall mean level of cultural elements such as beliefs, values, and practices is interpreted as very high verbally. In addition, the mean level of empowerment of women in the educational community in terms of professional career, socioeconomic development, political engagement and psychosocial development is interpreted as “very high” verbally. The results suggest that age has a significant difference on the empowerment of women in the educational community, specifically in the context of socio-economic development. On the other hand, civil status does not seem to significantly influence empowerment in any of the considered aspects. In addition, socio-economic status significantly influences empowerment in the context of socio-economic development, political engagement and psychosocial development. It is concluded that the social and cultural factors are significantly and positively correlated in the empowerment of women in the educational community. It is therefore recommended to organize events and activities celebrating womens achievements in education to promote gender equality. Highlight their contributions across various spheres and provide positive role models to challenge traditional gender norms and inspire future generations. In addition, cultural institutions, community leaders, and educators must actively promote cultural beliefs that support womens expression and increase their access to education and career opportunities to ensure continued support for womens empowerment and advancement. Lastly, Future researchers could consider utilizing this study as foundational resource or dataset to enhance their investigations into similar topics. By building upon the findings and methodologies of this study, researchers can deepen their understanding and potentially reinforce the conclusions drawn in the current research project. This approach promotes continuity in research efforts and fosters a cumulative advancement of knowledge in the field of womens empowerment.