Managerial Performance as Predictor of School Performance: Basis for a Proposed Action Plan

Abstract

INTRODUCTION

The heart of the formal educational system lies in the hands of the school head. Their appropriate management skills and competencies are needed to influence others to play an active part in the many demands of schools as performing institutions every school year. Meanwhile, a fluctuating rate of school performance in the Division of Lipa was assessed due to their bulk of responsibilities. This study assessed the level of school heads' managerial performance in terms of the different School-Based Management (SBM) dimensions and the level of school performance based on pupil achievement and school efficiency. It also determined the relation among the variables and verified which of the different dimensions of managerial performance still needs improvement.

METHODS

Descriptive-quantitative method research design was used in describing data and characteristics of the variables. The questionnaire was the main data gathering tool used which was participated in by 232 public elementary school teachers selected through purposive random sampling. The items were on the level of school heads and their school performance. Documentary analysis was also used in gathering the level of their pupil achievement.

RESULTS

It was found that school heads have an above average managerial performance while pupils’ achievement is satisfactory as attested by the arithmetic mean of 81. 85 and has an above average school efficiency. Among the dimensions of managerial performance, accountability and continuous improvement was the highest manifestation while management of resources was the least. It was also determined that curriculum and learning is the best predictor of school performance in terms of pupil achievement whereas accountability and continuous improvement and management of resources are the dimensions which significantly predict school efficiency. Furthermore, an action plan was formulated for the further improvement of the school performance.

DISCUSSIONS

The results implied that school heads' managerial performance in four SBM dimensions generally has an impact on their school performance. Least performance on resource management demonstrates the needs on establishing linkage and partnerships with public and private entities to generate resources needed by the school, particularly for instruction and learning. Integrated learning, curriculum enrichment, lesson integration, and research-based program development should also be enforced since curriculum and learning is the best predictor of pupils’ performance.