This study aimed to describe principals’ managerial competency and school social setting. In attaining the objectives of the study, non experimental quantitative design utilizing linear regression model and correlational method were employed. A researcher–made, validated, and pilot-tested survey questionnaire was answered by teachers of Cluster 6, Secondary High School of the Division of Davao City. They were chosen based on their qualifications as Master Teachers, Curriculum Heads and Subject Coordinators. Results revealed that principals’ level of managerial competency in terms of leader-member relation, task structure, and positional power, were within the descriptive equivalent of competent. This means that based on teachers’ observation, principals had the capacity to perform their task successfully. Results further revealed that the level of school social setting in terms of discipline, learning, and culture environment was moderate. This means that the three indicators of school social setting was sometimes observed, which implied that no serious problem were noted in school environment. Also, results revealed that there was no significant relationship between principals’ managerial competency and school social setting. Further the principals’ managerial competency did not significantly influence the school social setting. Thus, principals should reach out more to the students so that their influence can motivate positive school environment specially up to students’ level.