School Heads’ Perception on their Leadership Practices and its Effect on School Performance at San Fernando District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.295Keywords:
Curriculum implementation, Educational Leadership, Leadership Practices, School Heads, School Management, School Performance, SupervisionAbstract
This study examined the leadership practices of public elementary and secondary school heads in San Fernando District, Masbate, and determined their perceived impact on school performance. It was anchored on Instructional Leadership Theory, Transformational Leadership Theory, and Distributed Leadership Theory, which collectively explain how leadership influences instruction, teacher motivation, collaboration, and school effectiveness. The study used a descriptive-quantitative research design and involved 30 school heads selected through convenience sampling. Data were gathered through a validated questionnaire covering respondents’ profile, leadership practices in school management, educational leadership, supervision, and curriculum implementation, and the perceived impact of these practices on school performance. Frequency count and percentage were used for the demographic profile, weighted mean for the level of leadership practices and impact on school performance, and Pearson correlation for the relationship between variables. Findings showed that the respondents were mostly 31–35 years old, predominantly male and married, with master’s degree units, long years of service, and mostly holding the position of Principal I. The school heads demonstrated a very high level of leadership practices across all measured dimensions, particularly in educational leadership, supervision, school management, and curriculum implementation. Their leadership practices were also perceived to have a very positive impact on school performance, especially in program implementation, student achievement, resource management, and stakeholder involvement. The study further revealed a statistically significant strong positive relationship between leadership practices and school performance. It concludes that effective leadership among school heads is strongly associated with improved school outcomes and recommends continued leadership training, strengthened school-based management, sustained teacher support, closer curriculum monitoring, and enhanced stakeholder involvement. The study aligns with SDG 4 on Quality Education and SDG 16 on Peace, Justice, and Strong Institutions by emphasizing effective educational leadership and stronger school governance. Its sustainability contribution lies in supporting educational, institutional, governance, and community sustainability through improved school leadership and performance.
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