SCHOOL HEAD’S MANAGEMENT COMPETENCE AND PERFORMANCE OF TEACHERS IN SELECTED ELEMENTARY SCHOOLS IN MAHAPLAG DISTRICT

AUTHOR(S)

APPLE JOY BULILAN RIOS

ABSTRACT

This study was conducted to determine the School Heads’ and Management Competence and Performance of Teachers in selected Elementary Schools in Mahaplag District. The findings of the study will be the bases for the proposed instructional Supervisory Plan. A descriptive-correlational design was used in this study to investigate the relationship between the school heads management competence in relation to the Teachers’ performance based on the Classroom Observation Tool (COT) results. Standardized questionnaires in relation to the management competence for School Heads was given to Teachers, data mining was also employed in gathering of data (COT). The test of relationship between various aspects of management competence—specifically human resource management, material resource management, and financial resource management—and their correlation with the performance of the community of teachers (COT). The findings indicate strong positive correlations across all three management areas, with correlation coefficients. Each of these correlations is statistically significant, as evidenced by computed t-values that exceed the critical table value at the 0.05 significance level. The correlation between human resource management and COT performance suggests that effective management of human resources, such as teacher recruitment, professional development, and support, is closely linked to teacher performance and effectiveness. This finding is supported by literature emphasizing the importance of strong leadership in developing a positive school culture and enhancing instructional practices. Additionally, the strong correlation between material resource management and COT performance highlights that the availability and maintenance of teaching materials significantly influence teachers’ ability to deliver quality education. When schools effectively manage their instructional resources, teachers are better equipped to implement engaging and effective teaching strategies. Lastly, the relationship between financial resource management and COT performance underscores the critical role that financial oversight plays in supporting teaching and learning. Proper allocation and management of financial resources ensure that schools can provide necessary materials, professional development, and support systems for teachers, which ultimately enhance overall performance. The strong correlations identified in this study imply that effective management practices across human, material, and financial resources are essential for optimizing teacher performance. Schools should prioritize the professional development of school leaders in these areas to enhance their competency in resource management. By investing in training that focuses on strategic resource allocation, schools can create environments that support teachers and promote high-quality instruction. Additionally, the findings indicate that school administrators must ensure that all management resources are effectively utilized to bolster teacher performance. This could involve creating collaborative platforms for teachers to share resources and best practices, as well as fostering an environment that encourages open communication about resource needs and challenges. Ultimately, prioritizing comprehensive management strategies will not only improve teacher performance but also lead to better educational outcomes for students. Keywords — Management Competence Performance Teachers