Educational Management in the Twentiy-first (21st) Century Practices and Challenges: Their Influence to School’s Performance

NOEL N. AMAR

doi:10.36948/ijfmr.2026.v08i03.79771

Educational Management in the Twentiy-first (21st) Century Practices and Challenges: Their Influence to School’s Performance

Author(s)	NOEL N. AMAR
Country	Philippines
Abstract	This study determined the educational management in the twenty-first (21st) century practices and challenges and their influence to school’s performance in the Schools Division of Antique during the school year 2025-2026. The respondents of the study were 218 randomly selected public elementary school heads in the Schools Division of Antique for school year 2025-2026. The dependent variables were educational management in the twenty-first (21st) century practices and challenges and school’s performance while the independent variables are age, sex, highest educational attainment, position and number of years as school head. Data were gathered through validated questionnaires based from Akhmad (2025) and Areri (2025), and school performance data were obtained from the 2024 School-Based Management (SBM) Rating. Statistical analyses included frequency, percentage, mean, t-test, ANOVA, and linear regression using SPSS at .05 level of significance. Findings revealed that educational managers in the twenty-first (21st) century mostly practiced involved stakeholder participation in planning, alignment with national goals, clear organizational roles, collaborative structures, teacher empowerment, effective communication, data-driven decision-making, and the use of feedback mechanisms. However, school heads also faced notable educational management in the 21st century challenges such as difficulty aligning plans with changing policies, limited stakeholder involvement, insufficient training, unclear roles, inadequate resources and digital infrastructure, heavy workloads, lack of leadership training, and weak monitoring and feedback systems. Overall, the schools were at the “Beginning” level of performance. No significant differences were found in educational management in the 21st century practices or challenges when respondents were grouped by demographic variables. School performance showed no significant differences when respondents were grouped by age but differed significantly when grouped by sex, highest educational attainment, position, and number of years as school head. Importantly, the study found that educational management in the twenty-first (21st) century practices and challenges had no significant influence to school’s performance.
Keywords	educational management, twenty-first (21st) century practices, challenges, school’s performance
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-29
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79771

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Educational Management in the Twentiy-first (21st) Century Practices and Challenges: Their Influence to School’s Performance

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