Impact of School Heads Management Styles on the Teacher's Instructional Competence and School Performance

Abstract

This study identified, analyzed and evaluated the impact on management styles of school heads, teachers instructional competence and school performance in Abuyog South District, Leyte Division. Using ex post facto descriptive-correlational research design involving twelve (12) school heads, one hundred eighteen (118) teachers, and five hundred ninety (590) students through purposive sampling. Most of the school heads are in their old and middle age, married, and evenly divided in terms of sex. All school heads are pursuing their post graduate studies in one form or another, and majority have less than 10 years of administrative experience. The data revealed that the school heads management style have a strong positive impact on teachers instructional competence and a moderate impact on school performance. The high competency level of teachers in instructional competencies and above-average or moving towards mastery in school performance in Abuyog South District, Leyte Division. The school heads employed a combination of transformational and transactional management style. However, for school performance, given the moderate magnitude of the relationship between school heads management style and school performance. The findings of this study offer valuable insights as to how school heads management style impact teachers instructional competence and school performance.