SCHOOL HEADS’ COMPETENCIES AND SCHOOL PERFORMANCE


AUTHORS: KRIS HAROLD J. BANTOLO¹, JESICA B. ARENGA²




Volume:1

Issue: 8

Page: 17-29


Received:25-Jun-2021

Accepted:08-Jul-2021


ABSTRACT:This study had been conducted to determine the school heads’ competencies and school performance. It explored qualitatively, the school-based management challenges and coping strategies of the school heads. Specifically, it discoveredthe level of school heads’ work competencies in terms of school leadership, instructional leadership, creating student- centered learning climate, human resource management and professional development, parent involvement and community partnership, school management and operations, personal and professional attributes and interpersonal effectiveness as well as the level of school performance in terms of leadership and governance, curriculum and learning, resource management and accountability and continuous improvement. The significant influence of school heads’ competencies on school performance. The lived experiences of School heads in the implementation of school –based management. Complete enumeration of the school heads was used in the study and proportional allocation of samples of the teacher-respondents with a total of two hundred fifty-three (253) school heads and teachers- respondents of the study. Moreover, convergent design was utilized that covers both quantitative and qualitative research commonly called as mixed method. This involves integrating and combining qualitative and quantitative research process that was done by collecting both responses based on the research questions. In addition, school heads’ competencies the findings revealed that all school heads’ competencies have manifested very high competence. Whereas, on the level of school performance in terms of leadership and governance, curriculum and learning resource management and accountability and continuous improvement manifested good. Furthermore, school heads’ competencies and school performance revealed as highly positive significant influence and relationship on leadership and governance, curriculum and learning, resource management, and accountability and continuous improvement.


ISSN

ISSN (Online): 2833-7298
ISSN (Print): 2833-7301

SUBMISSION LAST DATE

30 NOV 2022

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Volume 2, Issue 11 2022

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