Sense of Accountability of the Public-School Principals and its Impact to School Performance: Basis for Intervention Program

This study aimed to determine the sense of accountability of the public-school principals and its impact to school performance which served as inputs for a proposed training development program during the school year 2024-2025. The level of public-school principals’ accountable leadership as perceived by the teachers. In terms of Involvement / participation of teachers in school activities, the teacher-respondents got a composite mean of 4.45 which was verbally interpreted as Very Satisfactory. In terms of Professional development, the teacher-respondents got a composite mean of 4.47 which was verbally interpreted as Very Satisfactory. In terms of School  programs and projects, the teacher-respondents got a composite mean of 4.50 which was verbally interpreted as Very Satisfactory. The significant correlation between the public-school principals’ accountability as perceived by the teachers. In terms of Involvement / participation of teachers in school activities and Professional Development, there is a highly significant correlation. In terms of Professional development and School programs and projects, there is a highly significant correlation. In terms of Involvement / participation of teachers in school activities and School programs and projects, there is no significant correlation.