Abstract
The study aimed to determine the influence of challenges on the performance of school-based administrative staff and use this as a basis for developing a policy recommendation in the Libmanan District, Division of Camarines Sur, for the School Year 2024–2025. The descriptive-correlational method of research was employed, with data gathered from 30 respondents through survey questionnaires and unstructured interviews. The data were statistically treated using Mean, Weighted Mean, Pearson Product-Moment Correlation Coefficient, and Coefficient of Determination. The findings revealed a strong consensus among school-based administrative staff regarding the challenges they encounter, with an overall average weighted mean (OAWM) of 3.54. Despite these challenges, their performance level remained very high, reflected by an OAWM of 4.33, interpreted as “strongly agree.” A statistically significant moderate negative correlation was identified between the challenges in operational disruptions and the level of performance in administrative efficiency (r=-0.473, p < 0.008) and ethical practices (r=-0.469, p<0.009), as well as between the challenges in communication barriers and the level of performance in ethical practices (r=-0.446, p<0.013). The analysis further revealed weak correlations between delayed reporting and administrative efficiency (r²=22.753), as well as between operational disruptions and both administrative efficiency (r²=22.373) and ethical practices (r²=21.996). Similarly, weak correlations were noted in other challenges encountered and all aspects of administrative staff performance (r² values ranging from 0.846 to 22.996). These findings serve as the basis for developing a policy recommendation to improve performance and overcome challenges.
