This study was conducted to investigate how the emotional intelligence (EI) and social competence (SC) of principals are linked to their transformational leadership qualities (TLQ). Descriptive correlational research design was employed to give good analysis, interpretation and implication of data. Principals’ EI, SC and TLQ were obtained by administering 2 sets of survey questionnaire such as self-version answered by 15 principals and peer-version rated by 333 teachers. Frequency, percentage, mean, t-test, ANOVA and Pearson r were applied to describe the collected data. Findings revealed that principals’ assessment on their EI, SC and TLQ was significantly higher than the teachers’ rating. Principals’ TLQ are not influenced by their age, gender, tribe, religion and administrative experience. However, their educational attainment has a significant effect on their TLQ. Principals’ high level of EI and SC are likely to improve their TLQ. This study proved that EI and SC are truly determinants of principals’ TLQ. Thus, EI and SC development programs should be institutionalized by the Department of Education (DepEd) to enhance principals’ socio-emotional skills. In return, quality of students’ learning outcomes will be expected due to principals’ high level of TLQ.