This study was conducted to determine the relationship school principals leadership and managerial style on the emotional intelligence of the elementary teachers in Lumban District. This study aimed to identify level of School Principals diverse leadership styles relative to autocratic, pacesetting, democratic, coaching, affiliative, and laissez-faire. This also aimed to identify the School Principals Managerial Skills with regards to planning, communication, decision Making, conflict Management, support and feedback, and adaptability. This also aimed to have knowledge in the extent of emotional intelligence of elementary teachers in Lumban District in terms of self-awareness, self-regulation, self-motivation, empathy, and social Skills. Also, it determined the significant relationship of the school principals leadership style and managerial skills on the emotional intelligence of elementary teachers in Lumban District. The descriptive method of research was utilized in this study. This study involves the participation of one hundred twenty-seven (127) teacher respondents from Lumban District by answering the researchers self-made survey questionnaire checklist. The questionnaire given to the respondents comprised of seventy-five questions using a five-point rating scale. The following are the significant findings of the study: First, the level of School Principals diverse leadership styles relative to autocratic, pacesetting, democratic, coaching, affiliative, and laissez-faire technostress are all always.  Second, School Principals Managerial Skills with regards to planning, communication, decision making, conflict Management, support and feedback, and adaptability are all always.  Next, extent of emotional intelligence of elementary teachers in Lumban District in terms of self-awareness, self-regulation, self-motivation, empathy, and social Skills are all aways. Lastly, the studys results School Principals diverse leadership style and managerial skills has significant relationship with the emotional intelligence of the teachers, which implies that diverse leadership styles and managerial skills technostress can affect their job. Based on the data gathered, the researcher arrived at the following conclusions: First, there has significant relationship between school principal leadership style and teachers emotional intelligence thus, the researcher concludes that the research null hypothesis stated is rejected. Second, there is a substantial relationship between school principals managerial skills and teachers emotional intelligence thus, the researcher concludes that the research null hypothesis is partially rejected. Therefore, school principals leadership styles and managerial skills significantly influences teachers emotional intelligence. These results emphasize the urgent need for proactive measures to tackle this issue. Based on the studys findings, the researcher prepared the following recommendations: First, school principals should continue to support their teachers and understand that the leadership style and managerial skills are important factors in driving innovation processes, achieving organizational goals and enhancing the emotional intelligence of their teachers. School principals should allow teachers and offer chances for professional development and training to teachers second, It is suggested that the teachers continue their good performance in school and should improve their emotional intelligence, sensitivity, and maturity lastly, for future researchers, it is highly recommended that they include other variables not covered in the present study.  

school principals’

leadership managerial style

emotional intelligence