This study focused on the school leaders performance management competencies and educational practices in promoting positive school cultural values of selected schools in Pila Sub-Office and Santa Cruz Sub- Office. Specifically, it sought to answer the following:(1) the level of performance management competencies of school leaders, (2) the level of educational practices school leaders, (3) level of the school leaders response in promoting positive school cultural values. (4) the significant correlation between the performance management competencies of school leaders in promoting a positive school cultural values as to aforementioned variables and (5) the significant correlation between the educational practices of school leaders in promoting a positive school cultural values. The study used descriptive correlational design.  The respondents involved 100 elementary school teachers of chosen schools from the above-mentioned sub-offices. To gather information, appropriate statistical tool such as mean, standard deviation and pearson-r correlation.  Data from this study indicates that the level of performance management competencies of school leaders is to a very great extent, as to the level of educational practices of school leaders, all indicators are verbally interpreted as to a very great extent. Also, the level of the school leaders response towards positive school cultural values is to a very great extent. Then the relationship between the performance management competencies of school leaders and positive school cultural values has no significant relationship. Lastly, a significant relationship between the educational practices of school leaders and positive school cultural values was not found. On the basis of the foregoing findings, the following conclusions were drawn. The study shows that there is no significant relationship between the performance management competencies of school leaders in promoting positive school cultural values. Thus, the researcher therefore concludes that the research hypotheses stating that performance management competencies of school leaders has no significant relationship in promoting a positive school cultural values is accepted. The second hypothesis result showed no significant relationship between the educational practices of school leaders in promoting a positive school cultural values Thus, the researcher therefore concludes that the research hypotheses stating that There is no significant relationship between the educational practice of school leaders in promoting a positive school cultural values is accepted between them. Based on the conclusions, the following recommendations were drawn. To address any confounding variables and improve the reliability of the findings, the researcher might suggest about investigating alternate approaches or improving the research design. Working together with practitioners and stakeholders could also yield insightful information and guarantee that the studys conclusions are applicable to actual situations. Though its vital to maintain a realistic perspective on the significance of the findings and take a nuanced approach in their interpretation and distribution, the study shows potential in providing light on crucial areas of school management and its effects on stakeholders. By taking this approach, the educational community will be able to have more informed conversations and future research projects that tackle the complexity of educational practice will be made easier. In the event that there are no statistically significant results, it is advised that the researchers proceed with caution when interpreting the data and refrain from exaggerating their significance. Rather, the focus should be on talking about the subtleties of the data, the studys possible shortcomings, and possible directions for further investigation.

school leaders’ performance;

management competencies

educational practices