This paper explores the interactions and contribution of cognitive and non-cognitive competencies in school leadership, focusing on their joint impact on leadership effectiveness and on increasing the effectiveness of academic performance. The study finds, through a systematic review, the changing perspective on leadership with reference to the importance of emotional intelligence and other non-cognitive abilities in the development of good relationships and school climate. The research uses multiple methods to evaluate and extensively examine the outcomes of such skills in various school and educational units as well as leadership roles, such as those held by supervisors and principals.

The results of this research show the important role of both sets of skills in student achievement and indicate the benefit of comprehensive leadership development programs. The authors'/researchers' research constitutes fertile ground for further study and research in order to further investigate the interaction between cognitive and non-cognitive skills to improve leadership practice in the general field of education.

Keywords: Educational leadership, Cognitive skills, Non-cognitive skills, Leadership effectiveness, Emotional intelligence, School management, Academic outcomes, Leadership development, Educational settings, Leadership training, Student outcomes.