The Influence of Administrators' Decision-Making and Problem-Solving Skills on School Performance in the Zamboanga del Norte Division

Abstract

This study examined the influence of administrators’ decision-making and problem-solving skills on school performance in the Zamboanga del Norte under the Department of Education. Employing a descriptive-correlational research design, data were collected from school administrators and teachers using a structured survey questionnaire that measured the level of decision-making and problem-solving competencies as well as indicators of school performance. Descriptive statistics such as mean and percentage were used to determine the levels of the variables, while Pearson Product-Moment Correlation was applied to examine the relationship among them. Findings revealed that administrators exhibited a very high level of decision-making skills (M = 4.32; 86.4%) and problem-solving skills (M = 4.27; 85.4%), while school performance was also rated very high (M = 4.35; 87.0%). Moreover, the results showed a significant positive relationship between decision-making skills and school performance (r = 0.68, p < 0.05), as well as between problem-solving skills and school performance (r = 0.65, p < 0.05). These findings indicate that administrators’ competencies in decision-making and problem-solving significantly contribute to improved school performance. The study concludes that strengthening leadership competencies among school administrators is essential in enhancing efficiency, responsiveness, and overall school effectiveness.