School administrators’ emotional leadership plays an important role in creating supportive educational environments and strengthening professional relationships within academic institutions. Accordingly, this study determined the level of school administrators’ emotional leadership and its relationship with teachers’ performance among instructors at an external campus of a medium-sized university in the Negros Island Region during the first semester of the academic year 2025–2026. The study employed a descriptive research design and utilized a validated researcher-made questionnaire. The findings revealed that school administrators demonstrated a high level of emotional leadership in terms of self-awareness, self-management, social awareness, and relationship management. Teachers’ performance was rated as very satisfactory. Significant differences in emotional leadership were observed when respondents were grouped according to age, while no significant differences were found based on sex, length of service, educational attainment, and average family monthly income. Furthermore, no significant relationship was found between school administrators’ emotional leadership and teachers’ performance. The study concludes that although school administrators exhibited strong emotional leadership practices and teachers demonstrated very satisfactory performance, emotional leadership alone did not significantly predict teachers’ performance within the context of the study. The findings provide valuable insights for strengthening leadership development programs, institutional support systems, and continuous professional development initiatives in higher education.