Performance of School Head and Teacher in Relation to Academic Performance of Grade 11 Humanities and Social Sciences (HUMSS) Students

AUTHOR(S)

GLECY MAE M. CABILING

ABSTRACT

This study determined the significant relationship between the Performance of school head and teacher in relation to academic performance of Grade 11 Humanities and Social Sciences (HUMSS) Students in Damulaan National High School in the Schools Division of Leyte. A proposed enhancement plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to investigate the relationship between educational supervisory Leadership in relation to the academic performance of the Grade 11 HUMSS learners. The methodical evaluation of both variables made possible by this design facilitates the investigation of potential correlations between them. The purpose of this study was to clarify or validate the relationship between educational supervisory leadership and student performance. The test of relationship in table 4 among the performance of school heads, teachers, and learners reveal insightful dynamics in the educational environment. The computed correlation coefficient between the performance of school heads and the performance of teachers indicates a strong significant relationship. This finding underscores the critical role that effective school leadership plays in enhancing teacher performance. It suggests that when school heads exhibit strong leadership qualities—such as clear communication, support, and instructional guidance—teachers are more likely to thrive and implement effective teaching strategies that ultimately benefit student learning outcomes. The positive correlation also points to the importance of a collaborative school culture fostered by school leaders. This environment not only empowers educators but also promotes continuous professional development, which is essential for improving teaching practices. Thus, the strong relationship observed suggests that school heads can significantly influence teacher performance by fostering an environment conducive to collaboration, professional growth, and shared best practices. In addition to the relationship between school heads and teachers, the findings also indicate a moderate correlation between the performance of teachers and the performance of learners. This relationship, while slightly weaker than the former, still suggests that the effectiveness of teaching practices has a meaningful impact on student performance. It emphasizes the direct link between the quality of instruction provided by teachers and student learning outcomes. A robust instructional approach, characterized by the use of varied teaching strategies and engagement techniques, is likely to yield positive academic results. Moreover, the moderate correlation implies that while teacher performance is significant, other factors also play a role in shaping learner outcomes. These may include student motivation, family support, and socio-economic conditions, which can affect learning environments. The interplay of these variables highlights the complexity of educational achievement and suggests that a holistic approach is necessary for improving student performance. The strong relationship between school head performance and teacher effectiveness suggests that investing in leadership training and development could yield substantial benefits for schools. Educational institutions might consider implementing mentorship programs for school heads, focusing on enhancing their leadership skills and instructional guidance capabilities. Furthermore, the moderate correlation between teacher performance and learner outcomes highlights the need for continuous professional development for teachers to refine their instructional methods. Schools should prioritize resources for teacher training programs that emphasize best practices in pedagogy and engagement strategies to support student achievement. Keywords — Performance Academic performance School Head Teachers Students