Leadership Competencies and Proficiency Levels of Resilient School Heads: Basis for a Leadership Enhancement Program

Abstract

This study examined the profile, leadership competencies, resilience challenges, and performance of public elementary school heads in Guimba East District, Nueva Ecija, and used the findings as the basis for a leadership enhancement program. A descriptive-correlational design was employed involving 27 school heads and 81 teachers. Total enumeration was used for school heads, while stratified sampling provided three teacher-respondents from each of the 27 schools. Parallel validated questionnaires measured Leading Self, Leading Others, and Leading the Organization, together with resilience challenges. Pilot reliability coefficients were α = .932 for the 30 leadership-competency items and α = .922 for the 10 challenge items. Frequency, percentage, weighted mean, standard deviation, and correlation analyses were used. All school heads received Outstanding OPCRF ratings, and the majority were female, aged 50 years or older, professionally trained, and academically advanced. Leadership competencies were rated Highly Proficient by both groups: Leading Self (school heads M = 3.70; teachers M = 3.66), Leading Others (M = 3.88; M = 3.73), and Leading the Organization (M = 3.71; M = 3.63). Significant profile-competency relationships were found for age and Leading Self (r = .824, p = .019), sex and Leading Self (r = .592, p = .047), administrative experience and Leading Others (r = .538, p = .040), and trainings attended and Leading the Organization (r = .646, p = .016). Only Leading Others was significantly related to OPCRF performance (r = .638, p = .042). Resilience challenges were generally Challenging, with administrative workload stress and limited resources during crises rated highest. The findings support an enhancement program centered on sustained capacity building, adaptive leadership, people-centered leadership, integrated coaching, and workload-resilience support.