Abstract
This study examined the managerial competence of school heads in the Moalboal District and its relationship to school improvement for School Year 2023–2024. Specifically, it assessed school heads’ competence across five domains, leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections based on the Philippine Professional Standards for School Heads (PPSSH). It evaluated school improvement in terms of quality, access, and governance using the School Improvement Inventory. Utilizing a descriptive research design, the study involved 199 teachers and 14 school heads through total enumeration. Data was gathered using a structured questionnaire and analyzed through percentage, weighted mean, Wilcoxon Two-Sample Test, and Chi-Square tests. Findings revealed that both teachers and school heads perceived school heads’ managerial competence as Very High across all domains, indicating consistently strong leadership practices. School improvement, however, was rated Satisfactory in quality and access, and Very Satisfactory in governance, highlighting areas needing further support, particularly instructional resources, teacher development, accessibility programs, and evidence-based decision-making. No significant differences were found between teachers’ and school heads’ ratings of managerial competence, suggesting shared perceptions of leadership performance. Additionally, no significant relationship emerged between managerial competence and school improvement variables. The study concluded that while school heads demonstrate strong managerial competence, school improvement outcomes are influenced by multifaceted factors beyond leadership alone. An evidence-based action plan was developed focusing on leadership enhancement, professional development, resource strengthening, and improved governance mechanisms to support continuous school improvement.
