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).