IJECE Published Articles

Abstract This quantitative-descriptive study examined the relationship between administrative practices, teacher efficacy, and student performance in the Schools Division of Surigao del Norte, with administrative practices anchored on the Philippine Professional Standards for School Heads (PPSSH). Respondents were teachers with varied teaching experience and high educational attainment who regularly participated in professional development activities. Findings indicated that school heads’ administrative practices were perceived as highly practiced in leading strategically and developing self and others, and outstanding in building connections, but only moderately practiced in managing school operations and resources, and focusing on teaching and learning. Teacher efficacy was rated very high across instructional strategies, classroom management, student engagement, assessment and evaluation, adaptability and innovation, and collaboration and teamwork. Teacher experience and professional development participation influenced perceptions of administrative practices, but educational attainment did not. No statistically significant direct linear association emerged between administrative practices and teacher efficacy, nor between administrative practices and student performance (GPA or MPS). However, for MPS, teacher efficacy in adaptability and innovation showed a significant positive correlation, while classroom management and student engagement showed significant negative correlations. Student performance was predominantly within “average” (GPA: 85.87% satisfactory–outstanding; MPS: 51.85% average) and “moving towards mastery” categories. Results suggest that while high teacher efficacy and strong leadership exist in some domains, administrative practices and teacher efficacy have complex, indirect influences on student learning outcomes. Strengthening the integration of administrative support with instructional leadership and teacher development is recommended to enhance diverse learning outcomes.