Organizational Cohesion E-competence, and Monitoring and Evaluation Practices on Managerial Proficiency of School Administrators

Abstract

This study examined the relationship among organizational cohesion, e-competence, monitoring and evaluation practices, and managerial proficiency of school administrators. Using a descriptive-correlational design, data were gathered from school administrators through a structured survey questionnaire. The study focused on five dimensions of organizational cohesion, five indicators of e-competence, five areas of monitoring and evaluation practices, and five dimensions of managerial proficiency. Results showed that school administrators generally demonstrated high to very high levels across all variables. Organizational cohesion was strong, particularly in shared vision and trust building. E-competence was also highly evident, with information literacy and cyber leadership obtaining the highest ratings. Monitoring and evaluation practices were very highly practiced, especially in outcome tracking, resource audit, and data adjustment. Managerial proficiency was likewise rated highly, with strategic planning and performance control emerging as strengths. Correlation analysis revealed significant positive relationships among organizational cohesion, e-competence, monitoring and evaluation practices, and managerial proficiency. Regression analysis further showed that resource audit under monitoring and evaluation practices was the best predictor of managerial proficiency. These findings suggest that administrators who foster cohesion, strengthen digital competence, and apply systematic monitoring and evaluation are more likely to demonstrate stronger managerial proficiency. The study concludes that effective school leadership requires not only technical and administrative competence but also collaborative, data-driven, and digitally responsive practices.