This dissertation examines how school leadership practices in the Philippines contribute to optimizing school performance. It focuses on three key areas: school governance, resource management, and participatory decision-making employed by school heads. The research investigates how effectively these practices are implemented and how they influence various aspects of school performance.                 A quantitative correlational design was employed to examine the relationships between leadership practices and school performance. The researchers selected a sample of 261 public secondary school teachers in the 5 Sub-Offices of Cluster 2 Laguna using stratified random sampling. A questionnaire was developed to measure two key aspects: leadership practices and school performance optimization. The findings revealed based on the presented, analyzed, and interpreted data, that the extent of school heads school governance in terms of communication, conflict resolution, multitasking, organization, accountability, and integrity were all very high. The level of school heads resource management in terms of planning, organizing, utilization, monitoring, and evaluating were all fully implemented. The level of school heads participatory decision-making in terms of involvement, decentralization, and belongingness were all fully implemented. The level of school performance of school heads in terms of leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections were fully implemented. There is a significant relationship between school heads governance and school performance optimization. There is a significant relationship between school heads resource management and school performance optimization. There is a significant relationship between school heads participatory decision-making and school performance optimization. Based on the analysis, effective school governance, resource management, and participatory decision-making were all found to be significant contributors to optimizing school performance. Based on these conclusions, the study recommends policymakers and school districts can emphasize these findings to ensure aspiring school heads are equipped with the necessary skills and knowledge in areas of governance, resource management, and participatory decision-making. Ensuring long-term improvement in school performance, prioritizing the development of strong leadership skills in governance, resource management, and participatory decision-making for aspiring school heads is the most effective strategy, given the significant relationship identified between these practices and successful educational outcomes.

Leadership

Performance

relationship