School Heads’ Administrative & Instructional Leadership Skills, Performance of Teachers and Challenges in The Transition of The Matatag Curriculum

AUTHOR(S)

LOUIE C. MANGABON

ABSTRACT

— This study determined the significant relationship between the School Principal’s Administrative & Leadership skills and Performance of Teachers and challenges in the Transition to the MATATAG Curriculum. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study utilized a descriptive-correlational research design to determine the significant relationship between the School Principal’s Administrative and Leadership Skills and the Performance of Teachers, as well as to identify the challenges encountered during the transition to the MATATAG Curriculum. The descriptive component was used to gather information on the current levels of administrative and leadership skills of school principals, the performance levels of teachers, and the specific issues and barriers they faced in implementing the MATATAG Curriculum. The correlational aspect of the study aimed to explore the relationship between the leadership practices of school principals and the corresponding performance outcomes of teachers. The Test of Relationship between Administrative and Instructional Supervisory Skills and the IPCRF of Teachers. The table examines the correlation coefficient (r), the computed t-value, the critical table value at the 0.05 significance level, and the decision regarding the null hypothesis (Ho) to determine whether there is a significant relationship between the two variables. The results show a correlation coefficient, indicating a moderate positive relationship between the school principals’ administrative and instructional supervisory skills and the teachers’ performance as measured by the IPCRF. The computed t-value, which exceeds the critical table value at the 0.05 level of significance. Consequently, the null hypothesis (Ho) is rejected, indicating that there is a statistically significant relationship between the two variables. This finding suggests that principals who demonstrate stronger administrative and instructional supervisory skills tend to have teachers with higher performance ratings. The moderate correlation implies that while these leadership skills are influential, other factors may also contribute to teacher performance. Effective supervision and administration likely foster an environment that supports teacher growth, accountability, and instructional effectiveness. The overall result implies that enhancing principals’ supervisory competencies can positively impact teacher performance and, by extension, student outcomes. This underscores the importance of targeted professional development programs for school leaders to improve their administrative and instructional capabilities. Keywords — School Head, Administrative & Instructional Leadership Skills, Performance, Teachers