Since teachers’ procrastination and job burnout—especially in underprivileged regions—undermine their motivation and efficiency, and educational leadership can influence these two variables, the present study aimed to examine the predictive power of school principals’ leadership styles for procrastination and job burnout among secondary school teachers in Bashagard during the 2023–2024 academic year. This correlational study included a statistical population of 315 teachers, of whom 172 were selected as the sample through stratified random sampling. Data were collected using the Tuckman Procrastination Questionnaire (1991), the Maslach Burnout Inventory (1997), and a researcher-developed questionnaire to assess leadership styles. Considering the non-normal distribution of variables, Spearman’s correlation and multiple regression analysis were applied. The results showed that principals’ leadership style has a negative relationship with both procrastination and job burnout, with coefficients of 0.35 and 0.63, respectively, while a positive relationship with a coefficient of 0.29 was observed between procrastination and job burnout. Regression analysis indicated that leadership styles significantly predict the changes related to procrastination and job burnout, with coefficients of 0.27 and 0.44, respectively, and the predictive power of leadership style for job burnout was stronger than for procrastination. Therefore, effective leadership styles can help reduce teachers’ procrastination and job burnout, thereby improving their educational performance and psychological well-being, particularly in disadvantaged regions such as Bashagard.