Managerial Practices: Its Influence on School Heads’ Management Performance
DOI:
https://doi.org/10.65339/ijsair.V2.I2.428Keywords:
Conflict Resolution Skills, Decision-Making Skills, Leadership Effectiveness, Management Performance, Reward System, School Administration Efficiency, School Heads, Staff Supervision and Development, Sustainable Educational Governance, Transparency and AccountabilityAbstract
This study examined the managerial practices on reward systems and their influence on school heads’ management performance in selected Schools Divisions under the Ministry of Basic, Higher, and Technical Education (MBHTE) in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) during the School Year 2025–2026. Anchored on Vroom’s Expectancy Theory, the study focused on leadership effectiveness, decision-making skills, staff supervision and development, school administration efficiency, and conflict resolution skills as dimensions of managerial practices on reward systems. School heads’ management performance was assessed in terms of the presence of reward systems, intensity of rewards, monetary rewards, recognition, and incentives. The study employed a descriptive-correlational research design. Respondents consisted of 285 public school heads from the Schools Division of Cotabato City, Special Geographic Area, Maguindanao Del Sur, and Maguindanao Del Norte selected through purposive sampling. Data were gathered using a self-constructed and validated questionnaire subjected to pilot testing and Cronbach reliability testing. Descriptive statistics, Pearson r correlation, and ANOVA were utilized to analyze the data. Findings revealed that managerial practices on reward systems were “Evident” across all dimensions, particularly in leadership effectiveness, decision-making skills, staff supervision and development, school administration efficiency, and conflict resolution skills. Likewise, school heads’ management performance in terms of reward system presence, intensity of rewards, monetary rewards, recognition, and incentives was also rated “Evident.” Correlation analysis showed very strong positive and statistically significant relationships between managerial practices on reward systems and school heads’ management performance, with all variables obtaining significance values of 0.001. The study further established that managerial practices on reward systems significantly influenced school heads’ leadership performance, supervision, administration, decision-making, and conflict management. The study concluded that well-structured and effectively implemented reward systems positively contribute to professional growth, institutional excellence, and continuous improvement among school heads. It recommended strengthening reward mechanisms, improving transparency and accessibility of incentives, and sustaining staff development initiatives within MBHTE schools. The study supports SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 16 (Peace, Justice, and Strong Institutions) by promoting effective educational leadership, accountability, and institutional efficiency. Its sustainability impact lies in strengthening educational governance, improving organizational effectiveness, and fostering supportive learning environments within BARMM schools.
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