The Impact of the Professional Skills of School Heads on Teachers’ Performance in the Division of Camarines Sur

This study examined the impact of the professional skills of school heads on teachers' performance in the Division of Camarines Sur during School Year 2024–2025. Specifically, it assessed the extent to which school heads manifested professional skills in leadership, innovation, information technology, communication, delegation, decision-making, and problem-solving and determined how these competencies influenced teachers' performance in terms of teaching efficiency, instructional productivity, work environment, motivation, engagement, and commitment. The study employed a descriptive-survey research design involving school heads and teachers from public secondary schools across the five congressional districts of the Division of Camarines Sur. A validated researcher-made questionnaire served as the primary data-gathering instrument. Statistical tools such as weighted mean, Kendall's Coefficient of Concordance (W), and ranking were utilized in analyzing the collected data. Findings revealed that school heads demonstrated a high level of professional skills across all indicators, which significantly contributed to improved teacher performance. Leadership, communication, and decision-making emerged as the strongest competencies influencing instructional effectiveness and teacher motivation. Respondents also identified challenges related to limited instructional resources, teacher workload, facilities management, and student discipline. Based on the findings, an action plan was developed to strengthen leadership competencies and sustain teacher performance. The study concludes that enhancing the professional skills of school heads is essential in promoting teacher effectiveness and improving the overall quality of basic education.