Abstract
This quantitative-descriptive study examined the leadership performance of public secondary school heads in the Guimba West District, Division of Nueva Ecija, during the 2023–2024 academic year. Specifically, it aimed to describe the school heads' profiles in terms of highest educational attainment, length of service, and relevant training experiences, as well as assess their leadership performance based on self-assessments and teacher evaluations. Leadership dimensions considered included instructional leadership, learning environment, human resource management and development, parental and community involvement, and school leadership and operations. The study involved five school heads and selected teachers from the public secondary schools in the district. Data were collected using structured questionnaires and analyzed using frequency, percentage, and weighted mean. Results revealed that most school heads held a master's degree, had served for 5 to 14 years, and had attended training at various administrative levels. In terms of leadership performance, school heads rated themselves as "very satisfactory" overall (M = 3.94), while teachers gave a slightly lower but still "very satisfactory" rating (M = 3.78). Discrepancies were noted between self and teacher assessments, particularly in areas of community partnership. Based on these findings, strategies were proposed to enhance leadership effectiveness by promoting diversity, equity, and belonging within school communities. The study concludes that while school heads generally perform at a very satisfactory level, ongoing professional development and broader training opportunities are essential. Recommendations include implementing the proposed strategies, conducting continuous leadership assessments, encouraging advanced graduate studies, and participating in international training. Further research on a wider scale is suggested to validate these findings.
