Management Practices of School Administrators in Relation to Pupils’ Achievement

School administrators play a pivotal role in shaping the academic outcomes of students. Their management practices create a learning environment that either promotes or hinders academic success. Effective leadership is particularly critical in balancing administrative duties with instructional responsibilities. This descriptive-correlational study was conducted in the South 1 District, Division of Iligan City, involving all teachers from nine public elementary schools and 300 intermediate pupils selected through purposive sampling. A modified questionnaire, based on Merro (2015), was used to assess teachers' perceptions of administrative management practices across five domains: planning, organizing, directing, controlling, and instructing. Pupils' academic achievement was measured using percentage scores from Division Achievement Tests in English, Math, Science, and Social Studies. Descriptive statistics and the Pearson Product-Moment Correlation Coefficient were employed to analyze data. Teachers rated administrative practices as “Often Practiced” in four domains, with “Instructing” rated as “Sometimes Practiced.” Pupils’ academic achievement was generally “Below Average,” with scores ranging from 59.16% to 64.76%. A significant positive correlation was found between administrators' management practices and pupils’ academic performance in Central School (r = .197, t = 3.37), but no significant relationship was found in Barangay Schools. Findings suggest a gap between administrative practice and instructional effectiveness, particularly in decentralized school settings. Contextual differences may explain why management efforts impact pupil achievement in some schools but not others.