This study probes the nexus between leadership styles and the performance of Araling Panlipunan 3 teachers in the Labo East District, examining how school leaders approaches impact various facets of teaching efficacy. It evaluates teacher performance through classroom engagement, behavior management, age-appropriate teaching methods, professional growth alignment with the Philippine Professional Standards for Teachers, and the execution of tasks that bolster educational outcomes. The research also investigates the correlation between leadership styles and teacher performance, identifying challenges that impede teaching enhancement and proposing Project ELEVATE, an intervention program aimed at elevating teacher performance in Araling Panlipunan. Employing Transformational Leadership Theory, Social Learning Theory, and Adult Learning Theory within a descriptive correlational research design, the study utilizes comprehensive data collection methods to gather insights from school administrators and Araling Panlipunan 3 teachers. The findings reveal that while transformational and transactional leadership styles are prevalent and influential, a weak association was found between leadership style and teacher performance in most Key Result Areas, except for one. This suggests a more holistic approach to teacher effectiveness might be beneficial. The study culminates in recommendations for school leaders to adopt transformational and transactional leadership, focus on professional development, and foster a collaborative environment to enhance teacher effectiveness, with further research suggested to explore the broader impacts of leadership on teacher performance and student outcomes.