The study explored the relationship between interpersonal mindfulness of school heads and subjective well-being of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of interpersonal mindfulness of school heads that significantly influence subjective well-being of teachers. With the use of probability sampling, 176 public secondary teachers were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was a very high interpersonal mindfulness of school heads and a high subjective well-being of teachers among the respondents. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of interpersonal mindfulness of school heads were found to have significantly influence the subjective well-being of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to strengthen the interpersonal mindfulness of school heads which would boost subjective well-being of teachers. More so, future researchers may further explore the involved variables considering other factors and research methods.