ABSTRACT
School leaders are at the forefront of instructional decision-making, data interpretation, and implementation. They are entrusted with examining evaluation findings to identify patterns, weaknesses, and areas in need of development. This study assessed the correlation between leadership practices and students’ performance in National Achievement Test (NAT) in the public secondary schools in Region V (Bicol Region). The research adopted a descriptive-correlational research design. A survey questionnaire was used to collect data from secondary school heads in all six provinces of Region V. Statistical tools such as weighted means and Spearman Rank Correlation Coefficient were were used to evaluate and establish the levels of leadership practices, challenges encountered and correlation between leadership practices and NAT results. Findings revealed that school heads in Region V consistently practice transformational, democratic, and administrative leadership, while instructional and strategic leadership were less emphasized. Results also showed that most public secondary schools in Region V generally performed well in the NAT, with notable variations across provinces. However, The correlation between school leadership practices and NAT performance is weak and statistically insignificant, suggesting that leadership alone does not strongly determine test outcomes. The study further identified key challenges faced by school heads, including limited parental and community involvement, inadequate learning and teaching resources, and learners’ readiness and motivation. Based on these findings, a development plan was proposed, focusing on strengthening instructional and the challenges encountered by the school heads. The implementation of the proposed development plan is expected to enhance leadership effectiveness, improve instructional quality, and support better student learning outcomes across public secondary schools in Region V.
Keywords: Leadership Practices; National Achievement Test; Challenges; Region V; Professional Development Plan
INTRODUCTION
Sustainable Development Goal (SDG) 4’s global agenda intertwines governance, assessment, and leadership to deliver inclusive, high-quality education by 2030. Following UNESCO’s Agenda 2030, Ghamrawi (2023) identifies instructional, distributed leadership, School Autonomy, and leader evaluation as core drivers for translating several SDG 4 goals into practice at institutional level. SDG 4 (Quality Education) is the most central to school leadership. This goal aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. SDG 10 (Reduced Inequalities) is also closely linked to school leadership. School leaders are responsible for implementing inclusive policies that address learning gaps, providing support systems for diverse learners, and ensuring equitable access to resources. SDG 16 (Peace, Justice, and Strong Institutions) underscores the need for accountable, inclusive, and effective institutions. The SDGs provide a comprehensive framework that reinforces the strategic, instructional, and transformational roles of school leaders. Through effective leadership practices, schools become key institutions in advancing sustainable development at the local and national levels.
School leaders are at the forefront of instructional decision-making, data interpretation, and implementation. Principals are entrusted with examining evaluation findings to identify patterns, weaknesses, and areas in need of development. School heads use assessment results to inform the planning and execution of capacity-building initiatives for teacher development. They ensure that teachers are prepared to address learners' requirements, as determined by assessments such as the Phil-IRI or NCAE, through Learning Action Cell (LAC) meetings, in-service training, or coaching programs. School heads also spearhead efforts to establish data-driven cultures in schools, motivating teachers to use data to tailor instruction and participate in formative assessment.
Many countries participate in international large-scale assessments alongside their national evaluations to benchmark student performance against global standards. Among these is the OECD’s Programme for International Student Assessment (PISA), which evaluates the reading, mathematics, and science proficiency of 15-year-old students. Another is the Southeast Asia Primary Learning Metrics (SEA-PLM), which measures literacy, numeracy, and global citizenship among fifth-grade students in Southeast Asian nations. Participation in these assessments provides valuable insights into the strengths and weaknesses of education systems, helping to inform policy decisions, guide investments, and support efforts to improve educational quality and competitiveness on an international scale (UNICEF & SEAMEO, 2020).
The Department of Education (DepEd) supervises and regulates Basic Education in the Philippines. This agency works with the Commission on Higher Education (CHED) and the Technical Education Skills Development Authority (TESDA) in a triangular approach. The DepEd is mandated to formulate, implement, and coordinate all the policies, plans, programs, and projects in formal and nonformal basic education. It manages all public schools and regulates the private schools through the leadership of the department secretary at the national level.
Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013, emphasizes the integral function of assessments in improving teaching strategies, student learning, and school performance. It mandates the use of assessment results to drive evidence-based improvements within the education system. The Department of Education (DepEd) conducts a number of national tests to gauge the overall quality of the system, curriculum efficacy, and student achievement at different basic education levels. These tests are essential tools for shaping educational policy and classroom practice, as they can be used for diagnostic, formative, summative, and even career-guiding purposes.
As part of the legal and policy foundation for this study, two key issues underscore the importance of assessments and school leadership in improving learner outcomes. DepEd Order No. 55, s. 2016, also known as the Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program, provides a structured framework for conducting national assessments such as the National Achievement Test (NAT), Basic Education Exit Assessment (BEEA), and Early Language, Literacy, and Numeracy Assessment (ELLNA). This order highlights the role of assessments as critical instruments for identifying learning gaps, informing instruction, and serving as tools for measuring academic achievement and evaluating the effectiveness of the curriculum and school leadership.
The National Achievement Test (NAT), one of the most well-known tests, assesses students' knowledge and proficiency in fundamental subjects like English, Math, Science, Filipino, and Araling Panlipunan. The NAT is a diagnostic tool used to assess how well students have learned the abilities included in the basic education curriculum. It is given to students in Grades 6 and 10. To increase teaching effectiveness and student performance, the findings alert educators and School Administrators to particular learning gaps that need to be filled (DepEd, 2016).
Despite the structured assessment system and leadership mandates, persistent issues undermine the effectiveness of school leadership in improving student performance (Verdugo et al., 2024). Not only do school heads, principals, and other educational leaders facilitate these tests, but they also play a crucial role in implementing assessment protocols, which, in turn, drive data use, instructional improvement, and accountability based on assessment outcomes. They are responsible for ensuring that standardized tests are administered faithfully, securely, and in accordance with DepEd regulations.
This study assessed the correlation between school leadership and student performance in the National Achievement Test (NAT). This study provided an overview of the varied leadership practices of school heads in public secondary schools across provincial divisions in Region V, which are crucial to improving students’ achievement. With current trends pushing for stronger accountability, teacher quality, and instructional effectiveness, findings from this research can guide school leaders in enhancing leadership practices that directly influence assessment outcomes.
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