Abstract

In today's educational landscape, effective leadership plays a crucial role in fostering a positive academic environment, improving teacher performance, and supporting student achievement. Leithwood et al. (2020) highlight that school leaders who embrace an educational leadership approach significantly influence both teacher efficacy and student engagement. Additionally, Harris and Jones (2021) stress that to overcome contemporary educational challenges, leaders must create a supportive and motivating workplace where socio-emotional competence is essential. In this context, this study looked into the constructs of educational leadership of school heads, socio-emotional competencies, and teachers’ self-efficacy. This research aimed to determine the relationship of educational leadership of school heads, socio -emotional competencies, and teachers’ self-efficacy in Division of Sta Rosa City. This study employed a descriptive-correlational research design to describe and correlate the said variables of the study. A sample size of 156 respondents was selected through random sampling from the total number of 260 teachers in the Division of Santa Rosa City. A survey instrument that was modified and adopted from prior studies was employed after being validated by the experts and was tested for its reliability using Cronbach’s alpha measure of internal consistency. A significant relationship was found between educational leadership and socio-emotional competencies. Instructional leadership was significantly correlated with all socio-emotional components, while transformational, strategic, and community leadership also exhibited varying degrees of association with socio-emotional factors. Furthermore, all leadership dimensions had a significant relationship with teachers' self-efficacy, with transformational leadership showing the strongest correlation (r=0.709). Similarly, all socio-emotional competencies were significantly related to teachers' self-efficacy, with social awareness (r=0.617) showing the highest correlation. It was concluded in the study that the school heads exhibit strong leadership and high socio-emotional competencies, enhancing teacher development and school management. Teachers demonstrate high self-efficacy, reflecting confidence and commitment to student success. Stronger educational leadership, especially transformational leadership, boosts both socio-emotional competencies and teacher self-efficacy.