Leadership Role of School Heads in Enhancing School Performance in Public and Private Elementary Schools

Abstract

This study investigated the relationship between the leadership roles of school heads and school performance of public and private elementary schools in the Division of Capiz, District of Pontevedra. Using descriptive, causal-comparative, and correlational designs, data were collected from 133 randomly selected teachers using a validated and reliable researcher-made instrument. Statistical analyses included mean, standard deviation, Mann-Whitney U test, Kruskal-Wallis H test, and Spearman rho. Findings indicated that school heads exercise leadership roles specifically in instructional supervision, professional development, resource management, and promoting parental involvement to a very great extent. School performance, measured through pupils' reading and numeracy proficiency, and teachers and school heads performance, was consistently highly proficient and outstanding, respectively. While significant differences in school performance emerged when schools were grouped by location, type, and size, no significant differences were found in leadership roles based on these demographics. No significant relationship was found between school heads' leadership roles and overall school performance, suggesting that other contextual factors may influence performance outcomes. The study recommends that school heads prioritize fostering a learning culture through mentorship and advanced professional development to further enhance institutional effectiveness.