Authors : Cecilyn Matngal Baliwan; Dr. Remigilda D. Gallardo

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/yc7acjfy

Scribd : https://tinyurl.com/5ddmsr6v

DOI : https://doi.org/10.5281/zenodo.14987734

Abstract : This study aimed to determine the relationship between the perceived school leaders’ management competence and faculty norms of public elementary school teachers in Sta. Maria West District, Davao Occidental. This study utilized the descriptive-correlational design with one hundred fifty elementary school teachers chosen using complete enumeration sampling design. In gathering data, the researcher adapted a survey questionnaire both for the perceived school leaders’ management competence and faculty norms. Ethical considerations were adhered in data collection. Statistical tests such as mean, Pearson’s r and multiple linear regression were used to analyze the data gathered. Findings showed that the extent of perceived school leaders’ management competence is extensive, which means that the perceived school leaders’ management competence is oftentimes observed. The extent of faculty norms of teachers is moderately extensive, which means that their faculty norms is sometimes observed. There was a moderate significant relationship between the perceived school leaders’ management competence and faculty norms. The domains of school leaders’ management competence that influenced the faculty norms were innovation and change, and job mastery. With this, the Department of Education may enhance the policies that improve teachers' well-being and mental health, such as stress management training, wellness programs, and access to mental health resources.

Keywords : Faculty Norms, Perceived School Leaders’ Management Competence, Innovation and Change, Job Mastery, Elementary School Teachers.

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