📄 Abstract
Weak school leadership structurally compromises school performance. This study determined the competencies of public elementary school heads in Region XII, Philippines, and explained the statistical outcomes in light of their lived leadership realities. Using a sequential explanatory mixed-methods design, Phase 1 collected quantitative data from a stratified sample of 400 school heads across four city divisions (General Santos City, Kidapawan City, Koronadal City, and Tacurong City). This was immediately followed by Phase 2, which used semi-structured interviews and focus group discussions with purposively selected school heads to explain the numerical findings. Anchored on Mumford et al.’s Theory of Effective Organizational Leadership, a one-way ANOVA indicated significant differences in competency levels across cities, specifically between General Santos City and Kidapawan City (p=.026). Phase 2 qualitative thematic analysis explained these variations through three higher-order meta-themes: (1) Systemic Complexity Straining Individual Competence, (2) The Demand for Objective Operationalization and Uniform Metrics, and (3) Contextual Vulnerability and Resource Dependency. The integrated findings show that what presents quantitatively as superior leadership competency is often the structural reflection of an enriched operational environment that gives school heads the fiscal and professional freedom to maximize their administrative talents. The study concludes that school head efficacy is an environmentally mediated practice. It recommends transitioning from abstract compliance rubrics to simplified administrative guidelines, standardized coaching toolkits, and context-responsive engagement frameworks.
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📚 How to Cite:
Rachel R. Camasura , COMPETENCIES OF SCHOOL HEADS IN REGION XII: A SEQUENTIAL EXPLANATORY STUDY , Volume 12 , Issue 7, July 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 807 - 813 ,