The Influence of the Operational Leadership Practices of the School Heads in Enhancing the Teaching Performance of the Teachers in the Public Elementary Schools in Bacacay East, West and South Districts, Division of Albay

This study examined the operational leadership practices of school heads and their perceived influence on teachers’ teaching performance in public elementary schools across Bacacay East, West, and South Districts, Division of Albay. Using a descriptive-evaluative-correlational design, the study gathered responses from 41 school heads during school year 2025–2026 through a validated, 111-item researcher-made questionnaire and structured interview guide. Instrument reliability was 0.94, and responses were analyzed using mean ratings and Kendall’s coefficient of concordance with chi-square tests. Operational leadership practices were rated Very Much Employed (overall mean = 4.85), with Create Clear Standards ranking highest (4.90) and Remove Work Friction lowest (4.76). Their perceived influence on teaching performance was rated Very Much Influential (overall mean = 4.87), led by Professional Responsibility (4.90), while Classroom Management ranked lowest (4.81). No statistically significant agreement emerged in the rank orders of either leadership practices or perceived influence (p > .05). The findings indicated consistently favorable leadership assessments without an established common hierarchy of priorities. School leaders should sustain clear operational standards and supportive supervision while strengthening workflow coordination, personnel consultation, and performance monitoring. The study was limited to school heads’ assessments within three districts, restricting broader generalization and conclusions about actual teaching performance. These findings provide a context-specific foundation for improving school operations, strengthening instructional support, and developing responsive district-level leadership policies.