Managerial Competencies and Instructional Leadership Practices of School Heads in Batuan and San Fernando Districts
DOI:
https://doi.org/10.65339/ijsis.V1.I1.42Keywords:
Community Engagement, Instructional Leadership, Leadership Development, Managerial Competencies, School Heads, School Leadership, Teacher Professional DevelopmentAbstract
This study examined the managerial competencies and instructional leadership practices of school heads in the Batuan and San Fernando Districts and determined the relationship between these variables as a basis for a leadership development program. It was anchored on Instructional Leadership Theory, Transformational Leadership Theory, Management Functions Theory, and the Input-Process-Output model. The study employed a quantitative descriptive-correlational research design involving 40 school heads from public elementary and secondary schools selected through total enumeration. Data were gathered using a structured researcher-made questionnaire based on the study objectives, the Philippine Professional Standards for School Heads, and related literature, with expert validation conducted before administration. Results showed that school heads consistently demonstrated managerial competencies in planning, organizing, leading, decision-making, communication, and monitoring and evaluation, with all dimensions interpreted as Always Practiced. Their instructional leadership practices in curriculum implementation, supervision of instruction, teacher professional development, learner performance monitoring, school climate, and community engagement were likewise consistently practiced. A statistically significant moderate positive relationship was found between managerial competencies and instructional leadership practices (r = 0.42), indicating that stronger managerial competence was associated with stronger instructional leadership. The study concluded that both areas are important to effective school management, teaching and learning, and educational outcomes. It recommended continued leadership development, mentoring, professional development, improved monitoring and evaluation, timely communication, instructional supervision, data-based learner interventions, stakeholder collaboration, and possible implementation of the LEAD Excellence Program. The study aligns with SDG 4 - Quality Education by supporting stronger school leadership, teacher development, learning environments, and educational management. It contributes to educational, institutional, and community sustainability by strengthening leadership capacity, governance, professional learning, stakeholder engagement, and continuous school improvement.
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