School Heads’ Administrative Strategies and School Performance

Abstract

This study determined the levels of school heads’ administrative strategies in relation to school performance in a large-sized schools division in Central Philippines during School Year 2024–2025. Specifically, it examined administrative strategies in terms of leadership and governance, strategic planning, and communication and collaboration, including differences when respondents were grouped according to age, length of service, and plantilla position, and their relationship with school performance. The study employed a descriptive-correlational research design involving 230 teachers proportionately selected from 20 schools. Data were gathered using a researcher-developed questionnaire and analyzed using frequency, percentage, mean, Mann-Whitney U test, and Spearman’s rho. Findings revealed high levels of administrative strategies in leadership and governance and strategic planning, while communication and collaboration was moderate. No significant differences were found in the three areas of administrative strategies when respondents were grouped according to age, length of service, and plantilla position. Moreover, school heads’ administrative strategies had a significant and very strong positive relationship with school performance. The findings indicate that stronger administrative strategies are associated with higher school performance and highlight the need to strengthen communication and collaboration, particularly stakeholder engagement, alongside sustained leadership, governance, and strategic planning practices.