Abstract
In an era of rapid technological advancements, educational leaders must possess strong digital literacy and communication skills to ensure effective school management. This study employed a descriptive-correlational research design to examine the relationship between school heads' communication competence and their work performance in the digital era among secondary and elementary schools in Lambayong, Division of Sultan Kudarat during the school year 2024-2025. Data were collected from school heads, teachers, and stakeholders using statistical tools such as Mean, Standard Deviation, and Pearson-r Correlation. The findings indicate that school heads demonstrate a high level of communication competence, particularly in technological proficiency, online communication, information management, and adaptability to digital tools. However, areas for improvement include independent troubleshooting and real-time data accessibility. Work performance was consistently rated as very satisfactory across administrative efficiency, decision-making, leadership effectiveness, and team collaboration. Strengths were noted in structured processes and professional growth initiatives, while stakeholder engagement and feedback-sharing require enhancement. Additionally, organizational communication effectiveness was perceived positively, highlighting clarity, accessibility, and employee engagement, yet revealing challenges in response time and leadership accessibility. A significant correlation was found between communication competence and organizational communication effectiveness, while work performance and communication effectiveness showed a highly significant correlation. These results underscore the critical role of communication in leadership efficiency and school management. The study recommends continuous professional development, strengthened communication policies, and structured leadership training to enhance school heads' digital competencies and institutional effectiveness.
