Characteristics, Leadership Behavior and Practices of School Heads and its Relationship to their Office Performance

This research investigates the relationship between school heads’ profiles, leadership behaviors, and practices and their office performance. Using a Descriptive Correlational design, the study examined the personal and professional profiles of 10 school heads from selected elementary schools in Tuguegarao City, and the perception of 99 faculty members was also gathered through the OPCR tool. Performance indicators included instructional leadership, learning environment, human resource management, parent involvement, and community partnership. The study found that all school heads received ‘Outstanding’ ratings on their OPCR performance. Best practices involved curricular interventions, staff training, and resource allocation. While management and supervision activities were highly rated, procurement activities received the lowest scores. Overall, the study concludes that strong leadership behaviors and practices positively influence the performance ratings of school heads. It suggests that when school heads are committed to achieving high OPCR scores, it boosts the commitment of teachers and stakeholders. The study recommends that school heads maintain these positive behaviors and focus on resource-generating activities to improve school finances.