School Heads’ Leadership Skills and Performance: A Basis for Strengthening Effective School Leadership
DOI:
https://doi.org/10.5281/zenodo.20423356Keywords:
school leadership, educational outcomes, leadership skills, , performance assessment, professional developmentAbstract
This study investigates the pivotal role of effective school leadership in enhancing educational outcomes within the San Antonio District, Schools Division of Nueva Ecija. The study systematically examines school heads' profiles, perceived leadership skills, and performance, elucidating areas for improvement and professional development. The research utilized a questionnaire developed by Cruz (2023), demonstrating strong reliability with Cronbach's Alpha coefficients ranging from 0.828 to 0.964. Findings revealed that most school heads were middle-aged males, all married, with significant experience in educational leadership roles. Both school heads and teachers rated their leadership skills as "Highly Proficient," particularly in communication, collaboration, and critical thinking. Performance assessments indicated exceptional leadership in strategic management, instructional oversight, and professional development. However, a statistically significant difference emerged, with teachers perceiving their leadership capabilities as more effective than school heads. Notably, the study found no significant correlations between school heads' demographic variables and their performance, yet a strong positive relationship was established between leadership skills and performance outcomes. Based on these insights, an action plan was developed to enhance the leadership capabilities of public-school heads. The findings underscore the importance of targeted professional development and collaboration between school heads and teachers. They provide a framework for continuous improvement in educational leadership and ultimately contribute to better student success.
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