This study examined the significant relationship between principals’ leadership styles and teachers’ level of stress in public elementary and secondary schools in the Division of San Carlos City, Negros Occidental, as a basis for developing a teacher enhancement training program. Specifically, it described the profile of principals in terms of age, sex, and years of experience; identified their leadership styles; assessed teachers’ stress levels; determined the relationship between leadership style and stress; and proposed an intervention program to improve teacher well-being. A descriptive mixed-methods design was employed, integrating quantitative and qualitative approaches. Quantitative respondents included principals and randomly selected teachers from elementary and secondary schools using stratified random sampling, while qualitative participants were purposively selected school heads and teachers. Standardized instruments were used, namely Burke’s (1983) leadership styles questionnaire measuring transformational and transactional leadership, and the Pullis Inventory of Teacher Stress (PITS), which assessed sources, effects, and coping strategies of stress. Data were analyzed using frequency, percentage, mean, and Pearson product-moment correlation, while qualitative responses were treated through thematic content analysis. Findings revealed that most principals were aged 41–50 years, with balanced sex distribution and generally 2–4 years of experience, and that transactional leadership was more dominant than transformational leadership across groups. Teachers reported generally moderate stress levels, with higher stress associated with transactional leadership. A significant positive relationship was found between principals’ leadership styles and teachers’ stress levels, leading to the rejection of the null hypothesis. Teachers commonly coped through peer discussions, time management, relaxation activities, rest, family support, and leisure or digital distractions. The study concludes that leadership style significantly influences teachers’ stress, with transactional leadership linked to higher stress and transformational leadership associated with lower stress, and recommends strengthening administrative support, improving workload management, and implementing mentoring, and coaching, and incentive-based programs to enhance teacher well-being and school performance.