This study aimed to explore the relationship between the leadership skills and responsibilities of school heads and the behavioral competence of teachers. The data were collected through a survey from a sample of school heads and teachers. The results indicated that the emerging leadership skills, including decision-making, relationship-building, and team leadership, were perceived as strongly agreeable and highly competent by the respondents. Similarly, the senior leadership skills of effective communication, personal productivity, and coaching and mentoring were also evaluated as strongly agreeable and highly competent.Furthermore, the leadership responsibilities of creating a vision, creating an organization, and motivating the team were deemed strongly agreeable and highly competent by the participants. Regarding the behavioral competence of teachers, attributes such as physical attributes, emotional intelligence, community relations, and instructional management were perceived as strongly agreeable and highly competent. The study revealed significant correlations between the perceived leadership skills of school heads and the behavioral competence of teachers. All leadership skills, including decision-making, relationship building, team leadership, communication, personal productivity, and coaching and mentoring, showed significant relationships with the behavioral competence variables such as physical attributes, emotional intelligence, community relations, and instructional management. These findings emphasize the importance of effective leadership skills and the responsibilities of school heads in promoting teachers' behavioral competence. School leaders who exhibit these skills and fulfill their responsibilities are more likely to create a positive and competent teaching environment.