Abstract
The COVID-19 pandemic has deeply impacted the field of education, highlighting many problems to be considered by educational leaders as schools emerge from the pandemic. The study examined the relationship between forerunner's adversity quotient, leadership and management skills, and how these factors jointly influence school performance of DepEd Region 12. This study used descriptive and correlational research designs. The respondents were the twenty-four school principals certified as school-based management level III practitioners and two hundred ninety-three secondary school teachers of the DepEd in SOCCSKSARGEN. Adopted survey questionnaires were used. Frequency, percentage, mean, standard deviation, and regression analysis were used for accurate data analysis and interpretation. Results showed that the forerunners' adversity quotient profile (AQP) of the public secondary schools in the region SOCCSKSARGEN was an average descriptive interpretation. The level of Leadership and management skills of forerunners were very high. In addition, the school performance in the new normal did not vary significantly in the past two academic years. There is no significant correlation between the independent variables of adversity quotient, leadership skills, and management skills on school performance in the new normal. The demographic profiles of the forerunners were found to be insignificantly related to school performance. Their adversity quotient reflects competence in addressing daily challenges, but further development is needed to handle greater adversities effectively. Policymakers and educational institutions should address gender disparities, promote diversity in leadership roles, and support professional development opportunities, including training in advanced degrees and administrative skills. Nevertheless, the findings suggest that the forerunners can continuously engage in professional development for adversity quotient, leadership, and management skills enhancement.
