Leading Through Connections: Elementary School Leaders’ Social Competence and Organizational Success

Abstract

This investigation employed a quantitative, descriptive-correlational framework to assess the social competence of school administrators and its association with organizational success. Specifically, the inquiry sought to determine whether the social competence demonstrated by elementary school leaders contributes to organizational success in public elementary schools. To accomplish this purpose, relevant indicators and research parameters were established in line with the study objectives. The investigation was carried out during the Academic Year 2025-2026 and involved 133 teachers and elementary principals from the San Miguel South District. The study examined how administrators’ social competence contributes to institutional effectiveness and influences the delivery of educational services. Findings from the survey responses revealed a meaningful connection between social competence and organizational success across multiple dimensions. Results indicated that school administrators exhibited a high level of social competence in effective communication, authority, responsibility and accountability, leadership capability, and nonverbal interaction. Likewise, institutional operations reflected very satisfactory practices in planning, organizing, directing, monitoring, and coordinating, signifying excellence in administrative functions. Statistical analysis further established a significant relationship between school leaders' social competence and organizational success, with strong associations observed across the indicators examined. Furthermore, challenges encountered by administrators included conveying management objectives clearly, sustaining productive dialogue with teachers, encouraging staff participation in decision-making activities, delivering meaningful feedback, ensuring the availability of resources and assistance for personnel, maintaining transparent communication with parents and stakeholders, and obtaining professional development opportunities to strengthen interpersonal and communication-related abilities. Based on these outcomes, an enhancement program was proposed to further develop social competence and promote greater organizational success within schools.