Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 40 no. 1 (2025)

Effectiveness Of Governance and the Students' Academic Performance of Central Mindanao Mission in Bukidnon

Analyn Batanga | Wilfredo Rico Miasco

Discipline: Education

 

Abstract:

This study aimed to assess the effectiveness of governance in Central Mindanao Mission in Bukidnon and its impact on students’ academic performance. Specifically, it examined governance effectiveness in terms of administrative practices, policies, and leadership approaches, and academic performance in terms of extracurricular activities, decision-making, and academic achievement. A descriptive-correlational research design was employed, using survey questionnaires administered to students in selected private schools. Data were analyzed using mean, standard deviation, and Pearson correlation coefficient to determine both the levels and relationships among the identified variables. Findings revealed that governance effectiveness in private schools was rated very high across all three domains. Administrative practices received a mean of 4.32, indicating students perceive school administrators as generally supportive and efficient, though concerns were noted in approachability and communication timeliness. School policies had a mean of 4.33, seen as clear and inclusive, with improvement needed in consistent enforcement and awareness of guidelines. Leadership approaches received the highest mean rating of 4.40, highlighting students’ strong perception of their leaders as motivational, supportive, and respectful. Students' academic performance was likewise rated very high across all areas, with extracurricular engagement (M = 4.37) rated highest, followed by academic achievement (M = 4.36) and decision-making (M = 4.21). However, correlation analysis showed no statistically significant relationship between governance sub-variables and academic performance. Leadership approaches showed a moderate positive correlation (r = 0.391, p = .264), while administrative practices and policies showed no meaningful associations. The study concludes that while governance is positively perceived, its direct influence on academic outcomes may be mediated by other variables. Strengthening student-centered leadership and policy consistency is recommended.



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