Abstract
This study aimed to determine the correlation between school management and organizational development of selected elementary schools in Antipolo City (District I), which served as the basis for a proposed management learning development program during the school year 2024-2025. The level of perception of the teachers regarding the school management of public school heads. In terms of Curriculum and instruction, the teacher-respondents obtained a composite mean of 3.56, which was verbally interpreted as Very Strongly Agree. In terms of Monitoring Students’ Progress, the teacher-respondents obtained a composite mean of 3.55 which was verbally interpreted as Very Strongly Agree. In terms of Instructional Climate, the teacher-respondents obtained a composite mean of 3.66 which was verbally interpreted as Very Strongly Agree. The level of perception of the teacher respondents regarding the organizational development. In terms of Information and Decision-Making, the teacher-respondents obtained a composite mean of 3.59 which was verbally interpreted as Very Strongly Agree. In terms of people management, the teacher-respondents obtained a composite mean of 3.39, which was verbally interpreted as very strongly agreeable. In terms of stakeholder engagement and Retention, the teacher-respondents obtained a composite mean of 3.62 which was verbally interpreted as Very Strongly Agree. The significant relationship between the perceptions of the respondents regarding the school management of public school heads and the organizational development with respect to the above-cited variables. There is no significant relationship between the perceptions of the respondents regarding the school management of public school heads and the organizational development with respect to the above-cited variables.
