The Professional Competencies of School Heads and Their Impact on School Outcome, Organizational Culture, and Principals’ Performance

Abstract

The primary aim of the study is to assess the impact of professional competencies of school heads (SHS) on school outcomes, organizational culture, and principals’ performance. This study utilized a descriptive-correlational research method through standard questionnaires as a primary data gathering tool, substantiated by extensive documentary analysis. The respondents of the study were the SHs and teachers in the public [government] elementary and junior high schools of DepEd Schools Division of City of Malolos for School Year 2018-2019. The findings of the study revealed that: (1) the SHs’ level of professional competencies are generally competent on the nature of their duties and functions as education leaders; (2) the SBM Level of Practice are generally Developing; (3) majority of teachers obtained Very Satisfactory performance; (4) majority of the SHs recorded Outstanding performance; (5) school’s organizational culture was high; (6) majority of the SHs are Principals’ Test passers; and (7) professional competencies of SHs generally have no significant impact on school outcome, school’s organizational culture, and principals’ performance. The combined significant impact of SHS' professional competencies was only recorded on SBM practices as one of the three measures of school outcome as used in the study. Inputs on the existing policy guidelines based on the findings of the study may be necessary to strengthen the performance indicators of quality leadership among school heads that will further improve the quality of schools we have today.