Managerial Performance of School Administrator and Teachers’ Teaching Performance

Abstract

The study attempted to ascertain the relationship between the educational leadership of school administrators and the teaching performance of public high school teachers of Fr. William Masterson SJ Elementary School, Upper Balulang, School Year 2024-2025. The researcher utilized the descriptive method of research to attain the objectives set in this study. A descriptive research approach is a fact-finding investigation that includes a sufficient and accurate interpretation of the results. It describes, with emphasis on research, what actually exists, such as current conditions, practices, situations, or any phenomenon (Calderon, 2019). Further, Educational leaders are tasked not only to perform their administrative and instructional functions but also to ensure that teachers can effectively and efficiently perform their teaching functions. Teachers’ teaching performance is said to correlate with students’ learning outcomes. However, it was found in some studies that school leadership does not influence teaching performance because there are other factors that help teachers improve or enhance their teaching competencies, such as personal commitment to the profession, professional support, and rapport with other teachers.