This study explored the relationship between School Heads’ Emotional Intelligence (EI), Adversarial Intelligence (AI), and their competence in leadership, assessing the levels of EI and AI among school heads and examining their influence on various leadership competencies, including responsiveness, flexibility, coaching and mentoring, administrative skills, curriculum planning, collaboration, and professional development. Using triangulation design grounded in a pragmatic theoretical framework, the study integrated qualitative and quantitative approaches, collecting data concurrently and analyzing them independently to ensure a comprehensive understanding of the relationship between EI, AI, and leadership competence. The study focused on secondary school heads within the Schools Division Office (SDO) of Laguna, employing both random and purposive sampling to ensure a representative sample of 132 respondents. Quantitative analysis revealed that both EI and AI were significantly correlated with leadership competence, with school heads possessing high EI demonstrating greater effectiveness in fostering positive relationships, managing emotions, and promoting a supportive school environment, while those with strong AI exhibited superior strategic decision-making, risk assessment, and problem-solving skills, enabling them to navigate educational challenges effectively. The qualitative findings reinforced the statistical results, highlighting key themes such as EI as a leadership asset, AI as a strategic competency, the synergy of EI and AI in enhancing competence, and strategies for developing these intelligences among school heads. Participants emphasized EI's role in emotional regulation, empathy, and fostering professional relationships, while AI was linked to strategic decision-making, crisis management, and conflict resolution, with many school heads reporting that balancing both intelligences allowed them to navigate challenges effectively, ensuring institutional stability and a supportive educational environment. The study rejected the null hypotheses, confirming a significant relationship between both EI and AI with school heads’ competence, underscoring the need for professional development programs that enhance these intelligences to improve school management and educational outcomes. To address the study’s findings and support leadership development, the researcher developed a Proposed Developmental Plan for Enhancing School Heads' Competence Through Emotional Intelligence (EI) and Adversarial Intelligence (AI) in the Schools Division Office of Laguna, providing structured guidance for strengthening EI and AI competencies among school heads through targeted training, mentoring programs, and continuous performance evaluation, with the ultimate goal of fostering an adaptive and high-performing educational environment