Leadership Role Management Practices and Teaching Competencies Among Senior High School Academic Leaders: Basis for Developing a Strategic Intervention Model

This descriptive-correlational study examined leadership role management practices and teaching competencies among senior high school academic leaders in public schools in the Division of Bulacan. An adapted and modified questionnaire measured decision-making effectiveness, communication skills, conflict resolution, team motivation, curriculum knowledge, instructional delivery, assessment techniques, and classroom management. Descriptive statistics, one-way analysis of variance, and Pearson correlation were used to analyze the reported results. Leadership role management practices were rated as greatly practiced (M = 3.77, SD = 0.13), with team motivation receiving the highest mean. Teaching competencies were rated as highly competent (M = 3.82, SD = 0.13), with classroom management receiving the strongest assessment and instructional delivery the comparatively lowest. Selected dimensions differed across demographic groups. Leadership role management practices and teaching competencies showed a statistically significant, modest inverse association (r = −.295, p < .001), which did not establish causation. The findings informed the NANETTE Strategic Intervention Model, integrating needs assessment, role management, instructional leadership, professional collaboration, targeted development, teaching enhancement, and continuous evaluation. The study supports distinct assessment of leadership and instructional capabilities and context-responsive professional development.