Relationship Between Leadership Skills of School Heads and Their School Performance: Basis in School Management

Abstract

This study examined the relationship between the leadership skills of school heads and their school performance as a basis for strengthening school management. A quantitative descriptive-correlational design was used with supporting interviews and observations to validate the survey findings. The participants were 60 elementary and secondary school heads from participating districts in Congressional District III, Division of Nueva Ecija, selected through total population sampling. An adapted and modified leadership-skills inventory measured coaching, collaboration, communication, conflict management, decision-making, and delegation of tasks. School-head performance was operationalized using the reported Office Performance Commitment and Review Form (OPCRF) ratings. Weighted mean, Pearson product-moment correlation coefficient, and analysis of variance were used. Fifty-three respondents (88.33%) received Outstanding OPCRF ratings, while seven (11.67%) received Very Satisfactory ratings. All six leadership-skill domains were rated Very Good, with delegation of tasks obtaining the highest weighted mean (M = 3.94). The source table reported positive relationships between the skill domains and OPCRF-based performance, with coefficients ranging from r = .49 to r = .81. Significant differences in leadership skills were reported according to age, relevant trainings attended, and level of school, while no significant differences were reported according to gender, educational attainment, experience as a school head, and position. The findings support continuous leadership development, structured coaching, participatory decision-making, and district-level technical assistance. Several inconsistencies in the source tables should be verified against the original statistical records before journal submission.