The study entitled The Nexus between School heads Leadership Practices and Competencies on Stakeholders Engagement and School Performance aimed to find the level of school heads leadership practices in terms of leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others and building connections the level of school heads competencies in terms of visionary, problem solving, conflict management, innovative and initiative level of stakeholders engagement in terms of communicating, volunteering, decision making and collaborating and the level of school performance in terms of promotion rate, drop-out rate, graduation rate, cohort-survival rate, SBM level and IPCRF. It also aimed to find if the school heads leadership practices and competencies are significantly related to stakeholders engagement and school performance. The target respondents were secondary school teachers and school heads in the Division of Laguna. The research design employed was descriptive-correlational utilizing survey-questionnaires. The data gathered were treated using descriptive statistics such as weighted mean and standard deviation. Pearson Correlation was used to determine the significant relationship of school heads leadership practices and competencies with the stakeholders engagement and school performance.                 Based on the gathered data, the study found that the leadership practices and competencies of school heads have a significant relationship with stakeholders engagement. The study also revealed that the level of school performance in terms of promotion rate decreased, while the drop-out rate increased. However, the graduation rate and cohort-survival rate maintained a positive trend. The school-based management (SBM) level is maturing, and the IPCRF was rated outstanding over three years. The school heads leadership practices were assessed based on perceptions of leading strategically, managing school operations, focusing on learning, developing self and others, and building connections. The study revealed that leadership practices correlated significantly only with IPCRF, while management of school operation and resources and focus on teaching correlated significantly with cohort survival rate and IPCRF. Developing self and others and building connections correlated significantly with graduation rate, cohort survival rate, and IPCRF. The competencies of school heads in visionary, problem-solving, and initiative correlated significantly with graduation rate, cohort-survival rate, and IPCRF, while conflict management also showed significant correlations with graduation rate and cohort-survival rate. Innovation exhibited a significant correlation only with cohort survival rate among most school performance indicators. The hypothesis that there is no significant relationship between school heads leadership practices and competencies to school performance is partially rejected, as not all aspects were found to be significant. However, the results of the study confirm that school heads leadership practices and competencies do have a significant relationship with stakeholders engagement. The study recommends enhancing communication, transparency, professional development, and collaborative leadership while also streamlining monitoring and evaluation processes and emphasizing learner achievement. By establishing regular communication channels, inclusive decision-making processes, and collaborative projects, school heads can cultivate a culture of engagement that benefits all involved parties and leads to sustained improvement and success in the educational institution.

stakeholders

engagement

participation