International Journal For Multidisciplinary Research

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School Heads and Teachers' Practices on School Performance

Author(s) Mr. BRYAN JAY ALOMBRO GAYONHAY
Country Philippines
Abstract Teachers and school administrators play a crucial role in the operation of schools and the education of students. Effective leadership and instructional strategies are essential for fostering a positive learning environment that enhances student achievement. This study posits that the combined efforts of school heads and teachers can improve overall school performance through collaboration, professional growth, and a supportive environment. It aimed to determine the level of school heads' and teachers' practices on school performance in selected districts within the Division of Bukidnon for the school year 2023-2024. Specifically, it sought to describe the respondents' profiles, assess the level of school heads' and teachers' practices, evaluate school performance, examine the relationship between school heads' and teachers' practices and school performance, test for significant differences in practices based on respondents' profiles, and develop a school improvement plan based on the findings.

A descriptive-correlational research design was employed to measure the relationship between school heads' practices, teachers' practices, and school performance. The study utilized total population sampling for 100 school heads and purposive sampling for 200 teacher respondents across seven districts in the Division of Bukidnon. Structured questionnaires adapted from validated sources such as the OECD TALIS Database (2018) and DepEd Memorandum 066, s. 2021, were used as research instruments. Data were analyzed using descriptive statistics (mean, standard deviation, frequency, and percentage) for profiling respondents and measuring practices, Pearson Correlation for examining relationships, and ANOVA for determining significant differences.

Findings revealed that school heads' highest-rated practices included building connections and focusing on instructional leadership, while teachers excelled in clarity of instruction and classroom management. A significant positive relationship was found between school heads' and teachers' practices and overall school performance, highlighting the importance of effective leadership and pedagogy in educational success. However, variability was observed in how school heads utilized research findings to drive innovation. No significant differences were found in leadership practices based on educational attainment, though years of experience influenced leadership effectiveness.

The study recommends that school heads enhance collaboration with teachers in strategic planning and decision-making while continuously engaging in professional development. Teachers should receive training in innovative teaching strategies and enhanced classroom management techniques. Schools should actively involve the community and stakeholders in recognition programs to build motivation and support. Lastly, a School Improvement Plan (SIP) should be used to align the practices of school heads and teachers with educational priorities and evolving challenges.
Keywords School heads and Teachers' Practices, School Performance
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-11
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.47735
Short DOI https://doi.org/g9pz4t
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