The primary purpose of this study was to find out the mediating effect of shared personal practice on the relationship between 21st-century leadership skills of administrators and teacher engagement. The study employed a quantitative, non-experimental design using the correlational technique. The respondents were the school heads of the Compostela Valley Division. Mean, Pearson-r, and Regression Analysis were used to determine the study’s findings. Moreover, adapted survey questionnaires were used for shared personal practice, 21st-century leadership skills of administrators, and teacher engagement. The results showed that the level of 21st-century leadership skills of administrators is very high, the level of teacher engagement was very high, and shared personal practice was very high. Meanwhile, there is a significant relationship between levels of shared personal practice and teacher engagement, 21st-century school leadership skills and teacher engagement, and levels of school leadership and teacher engagement. Further, the study found that shared personal practices and teacher engagement revealed a positive mediating effect, as indicated in its probability value, while the correlation between school leadership skills and teacher engagement revealed a very close fit, as shown in its probability value.