Effective personnel management practices among school administrators are widely recognized as influential in shaping teacher performance, which is critical to achieving quality education. Practices such as recruitment and selection, training and development, performance appraisal, and motivation significantly affect teacher engagement, instructional delivery, and professional growth. This study examined the extent of implementation of personnel management practices and their relationship to teacher performance. Using a descriptive-correlational research design, the study was conducted in East II District, Mandulog, Iligan City Division, involving 26 school administrators and 100 randomly selected public school teachers. Data were collected through validated instruments assessing personnel management practices and teacher performance. Mean, standard deviation, and Pearson product-moment correlation were employed to analyze the data. Findings revealed that school administrators' personnel management practices were rated High, with Very High ratings in training and development. Similarly, teacher performance across all Philippine Professional Standards for Teachers (PPST) domains was rated High. However, correlation analysis showed no statistically significant relationship between personnel management practices and teacher performance (r = 0.218, p = 0.295). Despite both variables scoring highly, no direct correlation was established. This suggests that teacher performance may be influenced by other contextual factors such as personal motivation, institutional culture, or community involvement. The findings underscore the need for a more integrated leadership approach that combines personnel management with broader educational strategies.
Jeniffer Booc (Fri,) studied this question.