Abstract
This study examines the managerial competencies of principals and their relationship to secondary school teacher performance in District II, Division of Biñan City. Employing a descriptive-correlational research design, the study gathered data from 104 teachers across two secondary schools, using mean scores and correlation analysis to assess the relationship between principals’ managerial skills—such as leadership style and decision-making—and teacher performance ratings. The hypothesis testing revealed no significant relationship between teachers’ perceptions of principals' managerial competencies and their performance. Based on these findings, the study recommends that school administrators emphasize key managerial competencies, including strategic leadership and decision-making, to foster an environment conducive to enhanced teacher performance. Additionally, school leaders should explore broader factors that contribute to exemplary performance ratings, such as organizational support and effective instructional strategies. The study suggests further investigation into non-managerial factors influencing teacher performance, including organizational climate and teacher motivation, to gain a deeper understanding of performance dynamics. Future research is encouraged to broaden the scope to regional and national levels, which may provide more comprehensive insights into effective educational leadership and its impact on teaching outcomes.
