The Impact of School Administrators’ Leadership Skills on Teacher Performance

AUTHOR(S)

ABRAHAM R. TOM-EN, JR. DR. EMERLYN E. MANAGUAS

ABSTRACT

— The study explored the leadership skills of school administrators and their impact on the performance of teachers at the Schools Division of Ilocos Sur. Using a Descriptive Causal Research Approach, the study sought to explore the impact of leadership skills on the performance of teachers as assessed by the 76 school administrators and 270 teachers with respect to administrative skills, technical skills, conceptual skills, and interpersonal skills. It looked into the level of performance of the teachers and how this is impacted by the leadership skills of school leaders. The Raosoft Sample Size Calculator was used to determine the appropriate sample size, which was 270 out of 899 teachers and 76 out of 93 school administrators, ensuring a representative sample and sufficient statistical power for analysis. A survey questionnaire was used to collect on the aspect of planning of activities, application of activities, pedagogical approach, learning assessment, and teacher commitment to the institution. The study found that school administrators and teachers consistently rated their leadership skills at a “Very High Level” across all domains. They emphasized the effectiveness of involving teachers in decision-making and planning, strong integration of educational technology and data-driven practices, strategic planning, critical thinking, and stakeholder involvement. Interpersonal skills were also highly rated. Teachers’ performance was also highly rated, with clear lesson objectives, alignment with curriculum, and attention to diverse learning styles. However, there were significant differences in assessments of administrative, technical, and interpersonal skills between the two groups. The study found a moderate positive correlation between school administrators’ leadership skills and teachers’ performance, with interpersonal and conceptual leadership skills being key predictors. The study recommends strengthening teacher involvement in strategic planning and professional growth initiatives, investing in advanced tools and training in leadership skills. It also encourages broader participation in school activities, fostering partnerships with administrators and peers. Based on the findings, it is recommended to implement targeted professional development programs focused on enhancing the leadership skills of school administrators, particularly in communication, collaboration, and problem-solving. These programs should directly support the improvement of administrative, conceptual, technical, and interpersonal skills. Furthermore, aligning teacher performance goals with institutional objectives and using assessment results to guide leadership and instructional strategies will enhance teacher effectiveness in planning, applying pedagogical approaches, assessing learning, and reinforcing commitment to the institution. The output Tom-en’s School-Based Management Framework and its Implementation Plan may be introduced for continuous improvement. Keywords — educational leadership, leadership skills, school administrators, teachers’ performance level, Tom-en’s School-Based Management Framework and its Implementation Plan