ABSTRACT
This study was conducted to evaluate the Impact of School Heads’ Managerial competence and Strategic Planning on Parent and Involvement and Teachers Performance in school programs of Liberty Elementary School. The findings of the study were the bases for the proposed Instructional Supervisory Plan. The study on the impact of School Heads’ Managerial Skills and Strategic Planning on Teachers’ Performance and Parent Involvement in School Programs utilized a descriptive-correlational research design. This design was appropriate because it aimed to describe the existing conditions and determine the relationship among the variables without manipulating them. The study sought to examine how the managerial skills and strategic planning practices of school heads influenced two important aspects of school effectiveness—teachers’ performance and parent involvement. By using this design, the researcher gathered quantitative data from respondents and statistically analyzed the degree of correlation among these variables, providing an objective picture of how leadership practices translated into performance and engagement within the school context. Test of Relationship Between School Heads’ Strategic Management Practices and Teachers’ Performance (COT/PPST), which examines the relationship between the leadership strategies of school heads and teachers’ instructional effectiveness. The findings indicate a strong positive relationship, suggesting that the implementation of strategic management practices by school heads is highly associated with the quality of teachers’ performance. Effective leadership practices, such as planning, decision-making, resource allocation, instructional support, and teacher mentoring, create an environment where teachers are more likely to excel in content delivery, classroom management, assessment, differentiated instruction, lesson planning, and use of teaching resources.
The discussion highlights that teacher effectiveness is influenced not only by individual competence but also by the organizational and leadership environment within the school. Strategic initiatives by school heads help align teaching practices with school goals, promote professional growth, and foster a culture of continuous improvement. This alignment ensures that teachers are better supported in implementing effective instructional strategies and addressing diverse learners’ needs.
The results imply that school heads’ strategic management practices play a critical role in enhancing overall teacher performance. Sustained leadership support facilitates high-quality teaching across multiple dimensions, encourages professional development, and contributes to improved student learning outcomes. The study underscores the importance of effective school leadership as a key factor in promoting instructional excellence and fostering a productive, growth-oriented school environment.
Keywords: Managerial Skills, Strategic Planning Competence, Teachers’ Performance, Parent Involvement, School Programs
INTRODUCTION
School heads’ managerial skills and strategic planning play a significant role in promoting parent and teacher involvement in school programs. When school heads demonstrate effective management—such as clear communication, transparent resource allocation, and organized supervision—teachers and parents become more motivated to participate in various school activities. Strategic planning that includes the voices of teachers and parents also fosters shared ownership and accountability, which enhances collaboration and program success. This indicates that leadership practices rooted in strong management and forward-thinking planning create an environment where stakeholders feel valued and engaged, ultimately contributing to improved school performance and community partnership.
According to Ampofo, Onyango, and Ogola (2019), the managerial competence and supervision of school heads significantly influence teachers’ role performance and commitment to school goals. Their study emphasized that effective leadership practices, particularly those that integrate planning, communication, and participatory decision-making, enhance teacher motivation and encourage active participation in school initiatives. This supports the current study’s findings that managerial skills and strategic planning are key factors in fostering stronger parent and teacher involvement in school programs.
The researcher recognizes the vital role of school leadership in shaping a school’s culture and overall performance. Leadership, in this context, extends beyond administrative duties and encompasses the ability to inspire and motivate stakeholders, particularly parents and teachers, to take active roles in school initiatives. This recognition drives the researcher’s interest in examining how the leadership practices of school heads influence stakeholder participation.
Through observation and reflection, the researcher has seen that when school heads exhibit genuine commitment and strategic planning, school communities become more cohesive. Parents tend to offer their time and resources willingly, while teachers are encouraged to engage in collaborative efforts beyond classroom instruction. These observations have deepened the researcher’s desire to explore the relationship between effective leadership and the level of stakeholder involvement in school programs.
The researcher has also noted that the success or failure of school programs often depends on the quality of leadership and planning. Some initiatives thrive under strong and visionary leadership, while others falter due to poor planning and unclear direction. Such experiences have fueled the researcher’s curiosity about how managerial competence and strategic foresight contribute to effective stakeholder engagement and program implementation.
This study is therefore considered necessary as it highlights the importance of nurturing strong partnerships between schools and communities. By emphasizing the role of school heads’ managerial and strategic skills, the research seeks to promote a collaborative culture that benefits not only teachers and parents but also, most importantly, the learners. The study needs to be pursued because it aims to generate insights that can guide educational leaders in strengthening relationships, improving planning practices, and fostering a unified school environment where all stakeholders work toward shared goals.
This study was conducted to evaluate the Impact of School Heads’ Managerial competence and Strategic Planning on Parent and Involvement and Teachers Performance in school programs of Liberty Elementary School. The findings of the study were the bases for the proposed Instructional Supervisory Plan.
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