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Abstract <br/> Teachers' productivity in public secondary schools is shaped by the interplay of work-related stress, leadership behavior, and organizational support. This study examined the relationships among work-related stress, leadership behavior, organizational support and teachers' productivity, and identified predictors of productivity among public secondary school teachers in Western Visayas during School Year 2025-2026. The respondents were 570 teachers from 59 public secondary schools, selected through proportionate random sampling. Data were collected in April 2025 using a duly validated researcher-made questionnaire measuring work-related stress, leadership behavior, and teachers' productivity. Descriptive and inferential statistics, including frequency, percentage, mean, standard deviation, Mann-Whitney U test, Spearman's rho, and linear regression analysis, were employed using SPSS. Findings provided empirical evidence on the significant factors influencing teachers' productivity, offering valuable insights for educational leaders and policymakers in promoting leadership practices and strengthening support systems in public secondary schools.<br/> Findings revealed that teachers generally experienced low levels of work-related stress across emotional, social, mental, and spiritual dimensions, although physical stress was rated high. Teachers demonstrated good to excellent leadership behavior, particularly in human resource and symbolic dimensions and teachers consistently perceived high organizational support across all dimensions. Teachers' productivity was rated very high across instructional effectiveness, classroom management, professional commitment, and student engagement. Differences across personal variables were minimal and dimension-specific, indicating broadly consistent perceptions regardless of sex, teaching position, experience, department, or coordinatorship. Correlation and regression analyses showed that work-related stress was negatively associated with organizational support, leadership behavior, and productivity, while organizational support was positively related to leadership behavior and productivity. Leadership behavior emerged as a strong predictor of teachers' productivity, alongside selected stress, and support dimensions. Based on the findings, implementation strategies were developed to address work-related stress and strengthen organizational support and leadership behavior among secondary school teachers.<br/> Teachers' productivity in public secondary schools is largely sustained by low levels of non-physical work-related stress, high organizational support, and strong leadership behavior, with leadership emerging as a key driver of performance despite the presence of high physical stress. DepEd and school leaders should institutionalize integrated wellness, organizational support, and leadership development programs, guided by the study's validated instrument and implementation strategies, to reduce physical stress and further strengthen leadership practices and teacher productivity.<br/>Keywords: Implementation Strategies, Leadership Behavior, Organizational Support, Teachers' Productivity, Work-related Stress |