LEADERSHIP SKILLS OF SCHOOL DEPARTMENT HEADS IN RELATION TO THE TEACHERS’ PERFORMANCE
DOI:
https://doi.org/10.5281/zenodo.16193779Keywords:
Leadership Skills, Teachers’ Performance, School Department Heads, Educational Management, Instructional SupervisionAbstract
This study aimed to determine the level of leadership skills of School Department Heads in relation to teachers' performance in one of the Mega Schools in a medium-sized division of a highly urbanized city in Central Negros for School Year 2022–2023. Using a researcher-made, validated, and reliable questionnaire, quantitative data were collected from 130 teacher respondents. The study examined the leadership skills of department heads in three areas: relationship building, agility and adaptability, and innovation and creativity. Teachers' performance was assessed using their Individual Performance Commitment and Review Form (IPCRF). The independent variables considered were age, grade level assignment, and length of service. Findings revealed that most teachers were younger, assigned to higher grade levels, and had shorter teaching experience. Teachers showed outstanding performance across the three variables. Department heads demonstrated very high leadership skills in all three assessed areas. No significant difference was found in leadership skills in relationship building and agility/adaptability across teacher groupings. However, significant differences in innovation and creativity emerged when grouped by age and length of service. Teachers' performance significantly differed only in terms of length of service. A significant relationship was found between department heads’ leadership skills and teachers’ performance. The findings highlight the need to further enhance school leaders’ management competencies through focused coaching and training programs. Strengthening their leadership capabilities will better equip them in supporting and improving teacher performance within their departments.
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