Leadership Enhancement Program for Millennial School Heads

This study examined the workplace adaptability, decision-making skills, and leadership effectiveness of millennial school heads in T’boli West District, Schools Division of South Cotabato, and used the findings to develop a Leadership Enhancement Program. Anchored in Adaptive Performance Theory and the Philippine Professional Standards for School Heads, the study employed a Research and Development design using an explanatory sequential descriptive-correlational approach. Thirty-five millennial school heads participated through purposive sampling. Data were collected using a validated researcher-made questionnaire and analysis of Office Performance Commitment and Review Form records. Descriptive statistics and Pearson’s correlation coefficient were used to examine the study variables, while OPCRF content analysis identified individual development needs. Findings showed that workplace adaptability was very high (M=4.69), with flexibility in leadership highest (M=4.76), followed by responsiveness to change (M=4.71) and technological competence (M=4.59). Decision-making skills were consistently demonstrated (M=4.75), particularly organizational fairness (M=4.77), problem-solving ability (M=4.76), and strategic thinking (M=4.74). Leadership effectiveness was very high (M=4.77), with emotional intelligence (M=4.81) as the strongest dimension, followed by management competencies (M=4.79) and instructional leadership (M=4.72). Workplace adaptability was strongly and significantly related to leadership effectiveness (r=0.817, p<0.001), as were decision-making skills (r=0.767, p<0.001). OPCRF results identified resource management, instructional supervision, strategic planning, people management, and stakeholder partnership as key development needs. The proposed Leadership Enhancement Program obtained an overall validity rating of 4.44, interpreted as very high, across adequacy, appropriateness, policy alignment, practical utilization, and sustainable impact. The findings support context-responsive, standards-aligned professional development for millennial school heads and continuous professional learning.