This study examined the influence of leadership skills on the collaborative decision-making of faculty members of a private non-sectarian school in Panabo City. Specifically, it determined the level of leadership skills and collaborative decision-making, examined the relationship between the variables, and identified which leadership skill best predicts collaborative decision-making. A quantitative-predictive correlational research design was employed. A total of forty-six (46) faculty members participated through total enumeration. Data were gathered using a validated questionnaire and analyzed using weighted mean, standard deviation, Pearson Product-Moment Correlation Coefficient (r), coefficient of determination (R²), and multiple regression analysis at a 0.05 level of significance. Findings revealed that faculty members demonstrated a high level of leadership skills, particularly in strategic thinking and communication, while interpersonal influence was rated moderate. They also exhibited a high level of collaborative decision-making, especially in consensus building, joint problem-solving, and peer consultation. Further results showed significant positive relationship between leadership skills and collaborative decision-making. Among the leadership dimensions, strategic thinking emerged as the strongest predictor, while communication and interpersonal influence were not significant predictors when taken together. Based on the findings, it is recommended that the school administration implement continuous professional development programs focused on strengthening strategic thinking and leadership capacities among faculty members. Deans of colleges may also promote collaborative practices through structured meetings and shared governance activities. Faculty members are encouraged to enhance their leadership competencies through training, mentoring, and reflective practice. Future researchers may explore other factors affecting collaborative decision-making, such as organizational culture and motivation, using broader and mixed-method approaches to enrich existing findings.