School Heads' Educational Management and Leadership in Relation to Teachers' Self-Efficacy in Public Elementary Schools in the Third Congressional District of Bohol

Abstract

This study examined the educational management and educational leadership practices of school heads and their relationship with teachers' efficacy in public elementary schools in the Third Congressional District of Bohol. Specifically, it assessed the extent of educational management in terms of mission and educational values, quality of teaching and learning, resources for learning, and community engagement; educational leadership across key instructional and organizational domains; and teachers' efficacy in student engagement, instructional strategies, and classroom management. The study employed a quantitative descriptive-correlational design involving 168 school heads and teachers selected through proportionate random sampling. Data were analyzed using weighted mean, standard deviation, frequency, percentage, and Spearman's rho correlation. Findings revealed that school heads demonstrated very good educational management (M = 3.64) and educational leadership (M = 3.57), while teachers exhibited a very high level of efficacy (M = 3.48). Significant positive relationships were found between educational management and educational leadership (r = .708, p < .001), educational management and teachers' efficacy (r = .559, p < .001), and educational leadership and teachers' efficacy (r = .633, p < .001). These findings suggest that effective school management and leadership strengthen teachers' confidence and instructional effectiveness. The study underscores the importance of integrated leadership and management practices in promoting teacher efficacy and sustaining quality basic education.