This study aims to determine the relationship between the school principals cognitive abilities, practices, governance empowerment and the behavioral leadership competencies. This study also answers the following: (1.) The level of school principals cognitive abilities (2) The level of a school principal practices in terms of people-oriented, persuasion skills and self-motivated, (3). The level of school principals governance (4) The extent of school principals empowerment in terms of social empowerment, psychological empowerment, and physical empowerment, (5) The level of school principals behavioral competencies (6) The level of school principals leadership competencies (7) Do the cognitive abilities, leadership practices, leadership governance self-empowerment has significant relationship to the behavioral competencies of school principal? (8) Does the cognitive abilities, practices, governance and empowerment have significant relationship to the leadership competencies of school principal? Descriptive- survey method was used to examine the cognitive abilities, practices, governance, empowerment and the behavioral leadership and competencies of school principal. In order to analyze and interpret the given data, mean, standard deviation, Pearson-r correlation and regression was used. The findings of the study are the following: for the level of School Principals cognitive abilities was Very High. The level of School Principals leadership practices was Very High. The level of School Principals Governance was Very High. The extent of School Principals Empowerment was Very High. The level of school principals behavioral competencies was Very High. The level of school principals leadership competencies was Very High. The study also shows the significant relationship between the school principals cognitive abilities, practices, governance, empowerment and the core behavioral leadership competencies in addition it was found out that the researcher therefore conclude that the research hypothesis has no significant relationship between the school principals cognitive abilities, practices, governance, empowerment and the behavioral leadership competencies. Based on the findings the following conclusions and recommendations were drawn: (1) The study recommend that the school principals may continue attend trainings and seminars to sustain their leadership skills specifically their administrative skills, technical skills, and conceptual skills. (2) The study suggest that the school principals may initiate teacher activities that will boost teachers knowledge and to reignite their motivation and excitement in teaching. (3) The study recommends that the school principal establish a comprehensive support system for teachers, such as guidance and counseling services, tutoring programs, and academic interventions. (4) The study suggests that the school principal may gain a deeper understanding of the specific roles and responsibility of being a school head. (5) The finding of the study suggested that the school principal may continue develop professional growth and service orientation. (6) The study suggested that the school principal should initiate good and harmonious relationship to increase trust and commitment to his subordinates. (7) The findings of the study suggest serving as a valuable reference for future researchers with similar goals and ideas. It provides a foundation for further exploration and research in the role and responsibility of a school principal.

Leadership

competencies

subordinates