The study delved into the international engagement of school leaders in terms of global partnerships, professional development, international curriculum, intercultural communication, and research and collaboration. It also covered global competence in terms of vision setting, pedagogy and practice, situated action connecting local and global, and systems and structures. This study aimed to examine the international engagement of school leaders and determine its implications to global competence in educational leadership of twenty (20) for interview and one hundred (100) for survey school leaders from public secondary schools in the Division of Calamba for the school year 2023-2024. The selection of respondents was done through purposive sampling, considering a set of criteria. A mixed-method design was employed to conduct the study. Weighted mean and Pearson-r correlation were used to analyze the quantitative data while thematic analysis was used to analyze the qualitative data of the study. According to the studys interpretation, school leaders international engagement is at a Very Great Extent. It also showed that there is a strong correlation between the degree of global competency exhibited by school leaders and their level of international participation. The relationship between international participation and the global competence of school leaders is that the formers global competence increases with increasing levels of international engagement. As a result, an intervention program was recommended based on the studys findings. It includes a list of goals, actions, people involved, how often they should be implemented, and the intended results in order to help school leaders interact globally and improve their pursuit of global competency.

international engagement

global competence

school leaders;

educational leadership