Abstract
Utilizing a descriptive-correlational design, the study determined the NQESH performance, self-efficacy, and motivation of sixty-three (63) school heads in Region VIII. As revealed by the findings, majority of respondents demonstrated an outstanding performance over the past three years and were deemed experienced or highly experienced in terms of length of service and administrative or special assignments managed. The findings likewise indicated that nearly all respondents have either poor or very poor performance ratings in the NQESH along the domains of school leadership, instructional leadership and school management. However, the vast majority of them have either high or very high level of self-efficacy and motivation – whether intrinsic or extrinsic. Moreover, correlation analysis results indicated a non-substantial relationship between the profile, self-efficacy and motivation of the school heads and their NQESH ratings in school leadership, instructional leadership and school management. Regression analysis, however, showed that intrinsic motivation can significantly predict ratings in school leadership. In view of the findings, the study proposed an intervention program aimed at raising the NQESH passing rate in Region VIII. This program is likewise envisioned to have the potential to enhance school heads’ leadership performance and effectiveness in the field.
