Abstract
This study investigated the roles and performance of school heads, as well as teaching performance, in regular public elementary, secondary, and integrated schools in the Gingoog City Division, Philippines. Using a quantitative descriptive-correlational design, it examined the relationship between the roles of school heads and teaching performance across the three school types, along with performance variations based on sex, years of service, and educational attainment. Data from the 2021–2022 school year were collected from 16 schools involving 274 teachers and 16 school heads using the Office Performance Commitment and Review (OPCR) and Individual Performance Commitment and Review (IPCR) instruments, respectively. Quantitative data were analyzed using frequencies, percentages, means, standard deviations, two-way ANOVA, one-way ANOVA, correlation coefficient (r), and multiple regression analysis, accompanied by interpretation of the results. The study found that school heads across all school types—elementary, secondary, and integrated—are predominantly female, possessing significant experience and advanced educational qualifications—an outcome that reflects the effectiveness of gender equality and professional development initiatives. Across all school types, school heads consistently demonstrated high effectiveness in all leadership roles, with no significant differences in performance when grouped by demographic factors such as sex, years of service, or educational attainment. Their OPCR ratings uniformly fell within the "Very Satisfactory" range, with no significant variations across school types. Similarly, teachers' IPCR ratings consistently reached the "Very Satisfactory" level. A significant positive relationship was found between the performance of school heads and that of teachers, with the role of fostering a supportive working environment showing the strongest correlation with teacher performance. Additionally, the role of managing fiscal and human resources emerged as the only leadership function that significantly predicts teacher performance across all school types. In light of these findings, the study proposes the Leadership-Performance Nexus Theory in Education (LPNTE) as a framework for theoretical development and enhancement. The study recommends that school heads prioritize resource management to enhance teacher performance, focusing on the provision of essential materials, support, and professional development. Creating a supportive work environment is also vital for boosting teacher motivation and satisfaction. Leadership development programs should emphasize instructional leadership and conflict resolution to sustain leadership effectiveness. Teachers are encouraged to collaborate to improve job satisfaction, motivation, and student outcomes while aligning resources with leadership initiatives, engaging in professional development, and providing constructive feedback. The Department of Education is urged to invest in leadership development for school heads, with emphasis on resource management and the creation of supportive environments, while also promoting gender equality in leadership roles and refining performance monitoring systems. Future research is encouraged to explore how school heads create supportive work environments and how these strategies impact teacher performance. Longitudinal and comparative studies are needed to assess how leadership practices evolve, particularly within the framework of LPNTE. Researchers are also encouraged to examine how demographic factors influence leadership effectiveness. Finally, further studies should investigate leadership roles beyond resource management to identify additional factors that enhance teacher performance.
