ABSTRACT
School administrators are crucial to the success and overall functioning of educational institutions. Their leadership effectiveness is multifaceted and impacts various aspects of the school environment, including students, teachers, staff, and the broader community. This study was conducted to determine the level of school heads' leadership competencies and their performance in the Division of Cagayan de Oro City, SY 2021-2022. Specifically, it sought to 1) find the level of school heads' leadership competencies, 2) find the level of school heads' performance as shown in their OPCRF, and 3) determine the significant relationship between the school heads leadership competencies and their performance as shown in the OPCRF.
The respondents were the one hundred fourteen (114) school heads from public elementary and secondary schools in the aforesaid division. This study made use of descriptive-correlational methods of research design. The instrument used in gathering the data was adapted from DepEd Order No. 24, s. 2022 to gauge school heads' leadership competencies and their performance. Descriptive statistics such as percentage, frequency, mean and standard deviation were used to describe the variables in the study. Further, Pearson Product Moment Correlation Coefficient (r) was employed to determine the significant relationship between school heads' leadership competencies and their performance. The findings showed that the level of school heads' leadership competencies in terms of Leading Strategically, Managing Operation and Resources, Focusing on Teaching and Learning, Developing Self and Others, and Building Connection is Very High as well as their level of academic performance as shown in their OPCRF for SY 2021-2022. There was a significant relationship between the school heads' leadership competencies and their performance, as shown in their OPCRF. It can be said that leadership competencies are leadership skills and behaviors that contribute to superior performance. It is recommended that the Department of Education should create a strategic plan to sustain the leadership competencies among school heads, particularly in leading strategically.
Keywords: Leadership Competencies, School Heads Performance
Introduction
School heads are a select few with authority over teachers, personnel, and school resources. On the education side, school heads' leadership can be vital as the leading factor in measuring achievements in school in terms of delivering quality and relevant education. These situations give a deeper look at the performance of a certain school against the leadership competencies of a group of school heads. However, situations are not based on positions but on an individual's capacity to perform such a massive task. Thus, it gives the researcher an idea of how to identify the factors that could lead to better performance in a certain school. This study shall determine if a good school head with good leadership could translate into better performance of the school, knowing that they are the responsible person in terms of leading and managing tangible and intangible resources of the school.
According to Marit (2023), a leader can take charge, direct, encourage, or stimulate others towards a common goal. They possess strong communication skills, allowing them to convey their vision and motivate their team members effectively. Additionally, leaders often seen as role models, inspiring others through their actions and demonstrating integrity and resilience in facing challenges.
School heads’ roles are essential in school operations, knowing that they could be the key to bringing about changes in a certain community since it is their job to accomplish the mission and vision of the school, which anchors all developmental and learning activities in their community. Moreso, guiding the organization into the future by making sensible decisions and having a vision that could foretell and affect its own performance. It is necessary to establish standards for leadership competencies at a level of certification that can be quantified so that it can be further investigated to see if it has a significant influence on the organization (PPSSH DO 24.2020). This means that efforts to transform school leaders from primary managers into instructional leaders must be a part of any initiatives for enhancing student achievement (Achoca, 2017).
Moreover, the school head's commitment consisted of three things: (1) a strong desire to stay a member of a particular organization, (2) a desire to work to fit the organization, and (3) specific beliefs and acceptance of the organization's values and goals. As a result, a school principal who is passionate about the organization he leads will want to stay with it, work to fulfill the wishes of the school where he previously served, and accept the school's values and goals.
Effective leadership development begins with the teacher stage and continues until the candidate reaches the principal stage. In many countries, such a career development process to develop leadership traits in teachers and prepare them for the position of principal is a common career path. Training is critical in the advancement of all deserving teachers toward the position of principal (Huyen et.al.,2018). School leaders face various challenges along the way that make them vulnerable to mismanagement and jeopardize the school's overall development, potentially leading to a failing school.
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