Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 7 no. 7 (2026)

Evaluating The Leadership Competencies and Practices of School Heads in Implementing the School-Based Management

Mylah N. Guerrero

Discipline: Education

 

Abstract:

This study examined the relationship between school heads' leader- ship competencies and the implementation of School-Based Man- agement (SBM) practices in public schools in the Municipality of Aroroy. Employing a descriptive-correlational research design, data were collected from the 44 accessible school heads using a struc- tured questionnaire aligned with the Philippine Professional Stand- ards for School Heads (PPSSH) and SBM indicators under DepEd Or- der No. 7, s. 2024. Descriptive statistics and Pearson Product-Mo- ment Correlation were utilized for data analysis. Results indicated that school heads demonstrated very high competency across key leadership domains, including strategic leadership, resource man- agement, instructional leadership, and stakeholder engagement. SBM practices were likewise found to be highly to very highly man- ifested, particularly in the domains of learning environment, gov- ernance, and curriculum implementation. Further analysis revealed a statistically significant and very strong positive correlation (r = 0.87, p < .05) between leadership competencies and SBM implemen- tation, suggesting that higher levels of leadership proficiency are as- sociated with more effective and consistent SBM practices. These findings highlight the centrality of leadership capacity in advancing decentralized school governance and improving educational out- comes. The study underscores the need for sustained, competency- based leadership development interventions, including structured mentoring, coaching systems, and instructional leadership enhance- ment programs. Strengthening leadership competencies aligned with PPSSH is therefore essential for optimizing SBM implementa- tion and ensuring continuous school improvement in diverse and resource-constrained educational settings.



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