Leadership Practices Of Schools Heads and Performance Of Teachers In Public Elementary: Basis For A Proposed Innovative Learning And Development Program

Abstract

This study determined the extent of leadership practices of school heads based on the Philippine Professional Standards for School Heads (PPSSH) and examined their relationship with teacher performance and School-Based Management (SBM) level of practice.

A descriptive–correlational research design was employed involving 139 school heads and 288 teachers. Data were collected using an adopted questionnaire based on PPSSH indicators, along with Individual Performance Commitment and Review Form (IPCRF) ratings and SBM levels. Statistical tools included mean, t-test, and Pearson correlation.

Leadership practices were generally rated as Intensively Practiced (IP) to Most Intensively Practiced (MIP). No significant differences were found between school heads and teachers in most domains except Developing Self and Others. Teacher performance was uniformly rated Outstanding. No significant relationships were found between leadership practices and teacher performance and SBM level.

School heads demonstrated strong leadership practices; however, gaps exist in professional development implementation. Strengthening leadership support systems and aligning leadership practices with teacher experiences are recommended.