Unveiling Success: A Qualitative Inquiry into the Determinants of Achievement Among Top Performers in the National Qualifying Examination for School Heads (NQESH)

Abstract

The National Qualifying Examination for School Heads (NQESH) functions as a pivotal assessment tool for identifying competent educational leaders in the Philippines. However, persistently low national passing rates highlight the imperative to examine and explore in-depth the factors that underpin the success factors contributing to the success of high-achieving examinees. This study employed a qualitative narratological approach to explore the success stories of eight top-performing NQESH passers from Region XII. Grounded in Constructivism, Self-Determination Theory, and Social Capital Theory, data were gathered through purposive sampling and in-depth interviews, then analyzed thematically.

Findings revealed four core strategies contributing to success: prioritization of official DepEd documents, use of diverse and multimodal study tools, maintenance of disciplined study routines, and engagement in collaborative learning environments. Despite challenges such as work-life imbalance, internet instability, and test-related anxiety, participants employed coping mechanisms like time management, emotional regulation, and spiritual grounding. Their leadership readiness was further enhanced by prior roles such as officer-in-charge and involvement in school-based management, which provided practical exposure to governance and policy application. Institutional support through review programs, mentoring, and administrative flexibility also played a pivotal role in their preparation. The study proposes a multifactorial model of success encompassing: Strategic Preparation and Mindset, Institutional and Peer Support, and Personal and Professional Edge. Crucially, the study uncovered specific practices that top-performing participants recommend for future aspirants: initiating early and sustained preparation based on DepEd documents, embedding review practices into daily routines using audio-visual materials, cultivating a growth mindset, maintaining commitment despite challenges, and maximizing collaborative learning opportunities. Ultimately, top performance in the NQESH was found to result from the intersection of individual agency, systemic scaffolding, and contextual engagement. These findings inform leadership development policy by advocating for targeted mentorship, sustained review systems, and contextualized leadership capacity-building initiatives.