As the world transitions into the post-pandemic era, this study aims to explore the influence of school heads' new normal competencies on teachers' psychological well-being. The study examines the characteristics of new normal leadership competencies, including adaptability, decision-making, and planning and implementation, as well as the indicators of teachers' psychological well-being, such as autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. The study utilizes a descriptive- correlational design and employs standardized questionnaires to collect data from public school teachers, tabulated and processed using Statistical Packages for Social Sciences (SPSS). The findings reveal that school heads demonstrate satisfactory levels of adaptability, decision- making, and planning and implementation. Additionally, teachers report a high level of psychological well-being, indicating positive indicators across the various dimensions. The results emphasize the importance of effective new normal leadership competencies in school heads in ensuring teachers' psychological well-being. The implications for the education sector, highlighting the need for school heads to address mental health challenges among teachers and create supportive environments.