Abstract
This study aimed to develop a structural model to evaluate the factors influencing school administrators' productivity in elementary education, focusing on leadership values, proactive management, and personality traits. The study sought to determine the relationship between these variables and how they impact administrators' productivity. Data for this descriptive-correlational and causal-comparative research design were gathered from 360 public elementary teachers in the Ministry of Basic, Higher, and Technical Education (MBHTE) through a survey using digital platforms and printed questionnaires. The findings revealed strong positive correlations between these factors and administrators' productivity. Leadership attributes such as Idealized Influence, Intellectual Stimulation, and Individual Consideration, along with effective management strategies like Planning, Organizing, and Commanding, were linked to higher productivity. Additionally, personality traits such as Extraversion, Agreeableness, and Openness to Experience positively influenced productivity. Regression analysis showed that these variables explained 89.9% of the variability in productivity, with Commanding, Openness to Experience, and Neuroticism being significant predictors. Structural Equation Modeling confirmed that management strategies and personality traits were key in enhancing administrators' productivity. The study highlights the importance of fostering leadership behaviors, management strategies, and positive personality traits to improve school administrators' effectiveness and educational outcomes.
