ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigated the impact of school heads’ emotional intelligence on the interpersonal relationships of teachers in the Palapag Districts, Schools Division of Northern Samar, for the School Year 2024–2025, with the aim of informing the development of a Psychosocial Activity Plan to enhance school relational climates. Anchored in emotional intelligence theory, the study employed a descriptive-correlational design, gathering data from 35 school heads through total enumeration and 221 teachers through stratified random sampling. Emotional intelligence was measured across four domains—self-awareness, social awareness, self-management, and relationship management—while interpersonal relationships were assessed using indicators such as security, work environment, job responsibilities, and community linkages. Data analysis revealed high levels of emotional intelligence among school heads, particularly in self-awareness and relationship management, which positively influenced the overall school climate. Teachers similarly demonstrated strong interpersonal dynamics, especially in communication and empathy, although challenges in conflict resolution were identified. Significant correlations emerged between administrative experience and trust, as well as between teaching load and communication, while demographic variables such as age and sex showed no significant relationship with either emotional intelligence or interpersonal relationships. These findings underscore the importance of emotionally intelligent leadership in fostering collaborative and supportive educational environments and support the recommendation to implement a Psychosocial Activity Plan aimed at strengthening relational competencies across school communities. Keywords — Emotional Intelligence, Interpersonal Relationships, School Leadership, Psychosocial Activity Plan, and Quantitative-Correlational Study