This descriptive-correlational study employed pearson-r correlation analysis in determining the relationship between personal values, group dynamics, and work life balance to behavioral response as perceived by the academic heads. Total enumeration of respondents was used in this study with a total population of thirty two (32) academic heads. Results showed that the aforementioned variables were manifested strongly among academic heads in terms of leadership, initiative, honesty, communication, interpersonal relationship, group decision making, career, spiritual growth, family/friends, and participative, supportive and achievement-oriented behavior.

The relationship between personal values, group dynamics, and work life balance to behavioral response were remarked as having moderate to very high correlation based on statistical results. Positive beliefs, actions, applied values, positive attitude in decision making, positive management of personal life and professional life shows high correlation with positive leaders’ behavioral response among academic heads in their leadership roles and challenging situations. While personal attributes (combined personal values, group dynamics, and work life balance) were remarked as having high correlation. This meant that applied values, group dynamics skills, positive attitude in decision making, and positive management of professional and personal shows high correlation and significant to positive leadership behavior of academic heads in dealing with their responsibilities and challenging situations.

Higher Education Institutions is expected to design intervention program and or activities that will foster personal values, group dynamics, work life balance and behavioral response issues and concerns without affronting individual or group in order to nourish and sustain peace and harmony among academic heads and to achieve a very desirable performance. An intervention activities for academic heads that will address areas of concern as a group or as an organization implying continuous improvement on soft skills. Formulate activities that will promote health awareness, family fellowship and spiritual growth (i.e. physical fitness activity, family day and spiritual retreat). Higher Education Institutions are challenge to develop soft-skills assessment that will further enhance academic heads’ leadership roles in their respective unit and or school. A soft skill training is needed to increase optimistic view on personal values, group dynamics and work-life balance to achieve directive, participative, supportive, and achievement-oriented behavioral responses in their respective tasks being academic heads (e.g. in the K-12 environment, specifically with Senior High School program).

这项描述性相关研究采用 pearson- r相关分析来确定个人价值观、群体动态和工作生活平衡与学术负责人所感知的行为反应之间的关系。本研究使用了受访者的总数，总人数为三十二 (32) 位学术负责人。结果表明，上述变量在领导力、主动性、诚实、沟通、人际关系、团队决策、职业、精神成长、家庭/朋友以及参与、支持和成就导向的行为方面在学术负责人中表现出强烈。

根据统计结果，个人价值观、群体动态和工作生活平衡与行为反应之间的关系被认为具有中度至非常高的相关性。积极的信念、行动、应用价值观、决策中的积极态度、个人生活和职业生活的积极管理与学术负责人在领导角色和挑战情况下的积极领导行为反应高度相关。而个人属性（综合个人价值观、团队动力和工作生活平衡）被认为具有高度相关性。这意味着应用价值观、团队动力技能​​、决策中的积极态度、

高等教育机构应设计干预计划和/或活动，在不冒犯个人或群体的情况下培养个人价值观、群体动力、工作生活平衡和行为反应问题和担忧，以滋养和维持学术负责人之间的和平与和谐，并实现非常理想的表现。针对学术负责人的干预活动，将解决作为一个群体或一个组织的关注领域，这意味着软技能的持续改进。制定促进健康意识、家庭团契和灵性成长的活动（即体能活动、家庭日和灵性静修）。高等教育机构面临着发展软技能评估的挑战，这将进一步加强学术负责人在各自单位或学校的领导作用。例如在 K-12 环境中，特别是在高中课程中）。