This study aimed to determine the significance of the relationship between teacher social-emotional competence and student academic resilience in selected secondary schools in the Division of Panabo City. Using a descriptive-correlational research design, data were gathered from 218 teacher-respondents through validated and pilot-tested instruments. The study measured teacher social-emotional competence in terms of self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Student academic resilience was also assessed using established indicators. Statistical tools such as weighted mean, Pearson product-moment correlation, and regression analysis were employed, with hypotheses tested at a 0.05 level of significance. Findings revealed that both teacher social-emotional competence and student academic resilience were rated as extensive, indicating that these were oftentimes evident among respondents. A significant positive relationship was found between teacher social-emotional competence and student academic resilience. Furthermore, all five domains of teacher social-emotional competence significantly influenced student academic resilience, with relationship management having the strongest predictive value. The study concluded that emotionally competent teachers contribute meaningfully to enhancing students’ resilience in facing academic challenges. These results conform to the theories of Social Learning (Bandura), Constructivism (Vygotsky), Emotional Intelligence (Goleman), and Self-Determination (Deci & Ryan), emphasizing the importance of social-emotional competence in education.