School Head’s Management Competence in Relation to Teachers’ Satisfaction and Academic Performance of the Students in Technology and Livelihood Education

AUTHOR(S)

JINNY MAE F. CASAS

ABSTRACT

—— This study was conducted to determine the Management Competence of School Head in Isabel National High School. The findings of the study were the bases for the proposed Enhancement Plan. A descriptive-correlational design was used in this study to investigate the relationship between managerial competence of the School Head vis a vis to the Teachers’ Satisfaction and performance of the students in Technology and Livelihood Education (TLE). Aside from the questionnaires to be given to both School Head and Teachers, data mining was employed in gathering of data of the learners through conducting and examination using the 4th grading periodical test questionnaires following the table of specification. The researcher believes that the design is right and fitting to push through with this study on managerial competence of School Heads in relation to the teachers satisfaction and performance of the learners in TLE using statistical analysis and validated assessment instruments. The relationship Between The Management Competence of School Heads, level of satisfaction of Teachers and Academic performance of Learners in Technology & Livelihood Education. A correlation study that looks at the correlations between instructors’ levels of satisfaction, school heads’ management competency, and students’ academic success in Technology and Livelihood Education (TLE). In order to shed light on the relationship between successful leadership and teacher satisfaction and student academic outcomes in particular subject areas, this study intends to investigate how these variables interact within the educational system. Based from the results in table 6, it shows the Significant correlations between the variables of management competence, teacher satisfaction, and academic success in TLE are shown by the correlation analysis. The highest correlation between Management competence and level of Satisfaction and the managerial competency of school leaders is the strongest connection found. Teachers report better levels of job satisfaction when school heads exhibit higher levels of management ability, according to this strong positive link. The results of this study imply that good leadership practices have a favorable impact on teacher morale and job satisfaction. These practices include inclusive decision-making procedures, smart resource management, and supportive work environments. As a result, contented educators are probably more driven, involved, and devoted, all of which can improve their ability to teach and have a favorable effect on the learning outcomes of their students. While on the lowest correlation which is the relationship between student academic achievement and teacher satisfaction among TLE learners. The significance of teacher satisfaction as a major element influencing students’ academic progress is highlighted by this correlation. Academic performance is better when teachers are satisfied because they are more likely to use effective teaching techniques, create encouraging learning environments, and cultivate excellent student-teacher connections. The significant positive association indicates that spending money on methods to improve teacher satisfaction can have a good impact on student learning results, especially in specialized courses like technology and livelihood education where application and practical skills are essential. Based from the results in table 6, it implies that in educational contexts, student academic performance, teacher satisfaction, and leadership effectiveness are all intertwined. Educators and legislators can use this knowledge to develop focused interventions and policies that enhance effective teaching methods, foster teacher well-being, and maximize student achievement. Schools may create environments where teachers and students succeed academically and positively impact the larger educational community by promoting a culture of effective administration, cooperation, and ongoing professional development. Keywords — Management Competence Teachers’ Satisfaction Academic Performance