The main objective of the study was to examine the knowledge, skills and mindset demonstrated by school heads with significant impact on teachers performance. The respondents of the study consisted of 139 teachers of Fule Almeda District, Division of San Pablo City during the School Year 2022-2023. The quantitative descriptive-correlational research design utilized researcher-made online survey questionnaire as the main instrument in gathering the data and information. Descriptive statistics such as mean and standard deviation were used. Pearson Product-Moment Correlation Coefficient was used in testing significant relationship between variables. Salient findings of the study are as follows: (1) Status level of school heads professional traits in terms of: Knowledge, Skills, and Mindset, got an overall mean value of 4.51 with standard deviation of 0.51. (2) Level of classroom teaching performance in terms of Diversity of Learners, Curriculum and Planning, Learning Environment, and Assessment and Reporting, got an overall mean score of 4.65 with standard deviation of 0.44. (3) Test of relationship between school heads knowledge, skills, and mindset, and the classroom teaching. In terms of knowledge, there is a positive correlation between school heads and classroom teaching performance, thus the hypothesis is supported. In terms of skills, there exists a positive correlation between school heads and classroom teaching performance, therefore null hypothesis is not sustained. In terms of mindset, a significant positive correlation exists between school heads competence and classroom teaching performance, this hypothesis is not supported.

Knowledge

Skills

Mindset

Diversity of Learners

Curriculum and planning