The Relationship Between Principals’ Managerial Roles to School Performance: A Basis for Leadership Training

Effective school leadership is central to sustaining quality teaching, learner development, and organizational performance. This study examined the relationship between principals’ managerial roles and school performance as a basis for developing a leadership training program for public senior high schools. A descriptive-correlational research design was employed among purposively selected school heads and senior high school teachers from three public secondary schools offering Senior High School programs in the District of Bocaue, EDDIS 5, Division of Bulacan. Data were collected using a structured five-point Likert-scale questionnaire and analyzed using descriptive statistics, an independent-samples t-test, and Pearson product-moment correlation. Findings showed that principals’ managerial roles were generally rated “Very Satisfied” across school leadership and management, teaching and learning delivery, learner formation and development, and school operations and management. School performance was likewise rated positively, with an overall mean of 3.34. The comparison between teachers and school administrators revealed no significant difference in their perceptions of principals’ managerial roles (t = -0.884, p = 0.380), indicating generally consistent stakeholder perceptions. Significant positive relationships were found between school performance and school leadership and management (r = 0.67, p = 0.003), teaching and learning delivery (r = 0.72, p = 0.001), learner formation and development (r = 0.60, p = 0.0015), and school operations and management (r = 0.69, p = 0.0002). The findings indicate that comprehensive managerial effectiveness is associated with stronger school performance. The study recommends a context-responsive leadership training program emphasizing instructional supervision, resource management, learner support, administrative responsiveness, stakeholder engagement, and data-informed decision-making.