T emotional skills and performance. The variables were measured through a survey questionnaire checklist. The randomly selected 100 respondents were divided into three (3) groups, first group of 35 selected grade 10 students, second group of 35 selected grade 11 students, and third group of 30 selected grade 12 students. They evaluated their level of engagement in social dances in terms of socialization, discipline, peer-collaboration, and socio-emotional skills. Analysis of data revealed that the students performed well and got advanced level of performance because they demonstrated a high level of participation on Juniors and Seniors Promenade activity. Since they were practicing social dance during P.E. time, their attendance and participation during rehearsal time became one of the bases of their grade in P.E. subject on the 2nd grading period. Relatively, the performance. Although discipline was not enforced, grade could still be increase. When students demonstrate socio-emotional skills, it do Physical Education subject. Socio-emotional skills focuses more on making people perform good attitude toward others, rather than academic achievement. It could help a person to form a good relationship with others and express their identity but it is not directly the way on how to get a better academic performance. Results revealed that engagement in social dances has a significant relationship with performance in Physical Education. However, social-emotional skills have no significant relationship with P E B F ce are inconsistent and somehow inconclusive. Finding another study about this topic may be recommended. Search another variable instead of social-emotional skills since it is not significant in this study.