School Heads&rsquo; Core Behavioral and Leadership Competencies: Basis for Action Plan

Teresita  Sambo,; Honey Lou  Semblante,

School Heads’ Core Behavioral and Leadership Competencies: Basis for Action Plan

Discipline: Education

Abstract:

This present study attempted to seek and assess the school heads core behavioral and leadership competencies in relation to their office performance commitment and review form. This study was conducted in the 3rd quarter to School Year 2024-2025. This research employed the descriptive correlation research design and used a standardized questionnaire. The respondents were the school heads of Iligan City Division. The results showcased a diverse range of age groups. This distribution underscored the participation of a broad spectrum of age demographics. An overwhelming majority were identified as female. The educational attainment distribution illustrated a relatively balanced distribution across different levels. Also, the finding indicated a predominant representation of School Principal designation.The findings summarized the core behavioral competencies by key areas and the corresponding level based on mean values. This study revealed that there was a significant correlation between the performance rating of school heads and their core behavioral competencies. It showed that the performance rating of school heads was moderately strongly correlated with self- management but was slightly weak with the other areas. On the other hand, the relationship between respondents' leadership competencies and their Office Performance Commitment and Review Form (OPCRF) ratings indicated that other factors not included in the model may play a significant role in determining performance outcomes.This result suggested that higher engagement in managing people’s performance might be associated with lower performance ratings. An action plan was crafted in cognizant of the influence that one's competencies and skills be connected to his/her performance.

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