School Heads’ Supervisory Competence, Management Practices, And Decision-Making Skill

This study examined the levels of school heads’ supervisory competence, management practices, and decision-making skills in the Schools Division of Antique during the school year 2024–2025 and explored the relationships among these leadership dimensions. Using a descriptive-correlational research design, the study aimed to determine the current status of supervisory competence, management practices, and decision-making skills, and to identify whether significant relationships exist among these variables. The respondents consisted of 326 school heads from selected public elementary and secondary schools. Data were collected using a validated researcher-developed questionnaire. Descriptive statistics such as frequency, percentage, weighted mean, and standard deviation were used to determine the levels of each variable, while Pearson Product-Moment Correlation and multiple regression analysis were employed to examine relationships and predictive influence. Results indicated that school heads demonstrated high levels of supervisory competence, management practices, and decision-making skills. Significant positive relationships were found between supervisory competence and decision-making skills, management practices and decision-making skills, and supervisory competence and management practices. Multiple regression analysis showed that supervisory competence and management practices jointly predict decision-making skills, with supervisory competence emerging as the stronger predictor. The study concludes that enhancing school heads’ supervisory competence and management practices is essential for improving decision-making effectiveness. It is recommended that professional development programs, mentoring, and collaborative leadership strategies be implemented to strengthen school leadership capacity.