This study highlights emotional intelligence as a key factor linking leadership and supervision among master teachers. It shows that emotionally intelligent teachers go beyond managing tasks, as they lead with empathy, purpose, and strong interpersonal understanding. Their ability to regulate their own emotions and build positive relationships serves as the foundation for effective leadership and supportive supervision. Findings reveal that while educational attainment and income do not significantly influence leadership and supervisory competencies, age and life experience play an important role in shaping these skills. High emotional intelligence is strongly associated with more effective leadership and supervisory performance, suggesting that schools may benefit more from mentoring, experiential learning, and personal maturity rather than relying solely on academic credentials in developing educational leaders. The study also found a significant relationship between the management skills of master teachers and the work performance of their staff, indicating that strong leadership directly contributes to improved teacher effectiveness and overall school performance. When master teachers demonstrate strong professional competence and supervisory ability, they help create a more productive and supportive learning environment. Overall, the study confirms that emotional intelligence is a driving force behind effective leadership and supervision, enabling master teachers to become more resilient leaders and responsive mentors, and emphasizing that meaningful human connection is essential in strengthening leadership and improving school outcomes.