School Management Practices and Teachers’ Professional Performance at Cambulo Elementary School

This study examined the relationship between school management practices and teachers’ professional performance at Cambulo Elementary School. Specifically, it assessed the level of school management practices in terms of leadership, planning, organization, supervision, and decision-making, as well as the level of teachers’ professional performance in instructional competence, classroom management, professional development, and work commitment. A quantitative descriptive–correlational research design was employed. The respondents included all teachers of Cambulo Elementary School, selected through total enumeration. Data were gathered using a validated survey questionnaire and analyzed using descriptive statistics and Pearson’s product–moment correlation coefficient. Results revealed that school management practices were rated very high overall, with leadership and supervision obtaining the highest mean scores. Teachers’ professional performance was also rated very high, particularly in instructional competence and work commitment, while professional development received relatively lower ratings due to limited training opportunities. Statistical analysis showed a significant positive relationship between school management practices and teachers’ professional performance, indicating that effective management practices contributed to enhanced teacher effectiveness. The findings suggest that strong instructional leadership, supportive supervision, and organized school management systems create a conducive environment that promotes teachers’ professional competence and commitment. Despite contextual challenges associated with a rural school setting, teachers demonstrated high levels of dedication and adaptability. The study concludes that effective school management plays a vital role in improving teachers’ professional performance. It recommends strengthening participatory decision-making and expanding professional development opportunities, particularly for teachers in geographically isolated schools, to further enhance teaching effectiveness and overall school performance. Keywords: school management practices, teachers’ professional performance, instructional leadership, elementary school, descriptive–correlational study