Future Skills of School Heads in Relation to Teacher’s Performance

Abstract

The study assessed the level of future skills among school heads and teachers in relation to teachers’ performance in Oroquieta City for the School Year 2023-2024. Using the quantitative descriptive-correlational method, data were collected from 27 secondary school heads and 193 teachers. The statistical tools used were frequency and percentage distribution, weighted mean, Kruskal-Wallis Test, Mann-Whitney U Test, Spearman Rho correlation and Pearson r product- moment correlation. Results showed that digital literacy, data literacy, critical thinking, emotional intelligence, creativity, collaboration, flexibility, leadership skills, time management, curiosity, and continuous learning significantly influenced teachers’ performance. Also, future skills of school heads significantly differ based on gender, educational attainment, and present position while age and length of service did not. For teachers, age and educational attainment were the main factors affecting performance, with older and more educated teachers performing better, whereas gender, present position, and length of service showed no significant impact. To enhance these skills, development of leadership programs focused on hands-on training in digital and data literacy are recommended. Workshops on critical thinking and collaborative leadership, along with gender-specific strategies and continuous learning initiatives like scholarships and Professional Learning Communities (PLCs), will further improve leadership and teaching quality.