Critical Performance Roles of School Heads and City Schools in the Division of Cabuyao
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 24, Issue 8
Abstract
This study was conducted to determine the level of manifestation of critical performance roles among school heads and the level of school performance in the City Schools Division of Cabuyao that becomes the basis in crafting the performance roles mentoring program. As the results revealed, the level of manifestation of critical performance roles of school heads in terms of relational, authentic, visionary, quality and service leadership were all highly manifested. There is no significant difference between the assessments of teachers and school heads on the critical performance roles. In terms of school achievement rate, none of the public schools has gotten a high level of school achievement rate. In terms of Teachers’ Performance, there have been 14% of the teachers who have outstanding level of performance. Meanwhile, 86% of the teachers’ performances fall in the very satisfactory level of performance. It implies that there is significant relationship between the level of manifestation of critical performance roles among school heads and school performance in terms of service and teachers’ performance. On the other hand, there is no significant relationship between the level of manifestation of critical performance roles among school heads and school performance in relational, authentic, visionary and quality leadership. Based from the findings, the school heads are able to establish good relationship with their teachers and stakeholders; able to perform their duties particularly in developing and promoting an open and change-friendly culture; able to demonstrate leadership skill which focuses in producing self-directed and quality learners by creating and implementing school programs and projects; able to exhibit excellent leadership in handling the teachers, dealing with the school stakeholders, and managing school operations. It also depicts that the teachers’ performance in school has been influenced by the service leadership of their school heads. It also hints that teachers are capacitated by the school principals in doing priority assessment needs of the school that increase their school performance.
Authors and Affiliations
Katherine Papa
Keywords
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- EP ID EP762315
- DOI 10.5281/zenodo.13684546
- Views 14
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