School Leaders’ Strategic Leadership Behaviors and Learners’ Achievement in MATATAG Priority Areas in Public Elementary Schools
DOI:
https://doi.org/10.69569/jip.2026.194Keywords:
Correlation, Learner achievement, MATATAG curriculum, School leaders, Strategic leadershipAbstract
This study investigated the correlation between school leaders’ strategic leadership behaviors and learners’ achievement in MATATAG priority areas in public elementary schools within the Municipality of Esperanza, Division of Sultan Kudarat, during the School Year 2025–2026. The research aimed to assess the extent of strategic leadership behaviors across four domains, the level of learner achievement in foundational literacy, numeracy, and values formation, and the significant relationship between these variables. Employing a descriptive correlational survey design, data were collected from 120 purposively selected teachers across 15 elementary schools in Districts I, II, and III using a highly reliable researcher made questionnaire. Results revealed that the strategic leadership behaviors of school heads were consistently evident, with strong practices noted in strategic direction and visioning (4.20), instructional management (4.17), resource management (4.17), and stakeholder engagement (4.15). Similarly, learner achievement was evident, reflecting strong performance in values formation (4.23), foundational literacy (4.12), and foundational numeracy (4.11). Correlation analysis demonstrated a highly significant positive relationship between overall strategic leadership behaviors and learner achievement (r = 0.617, p < 0.01). The findings conclude that effective school leadership, particularly in providing instructional support and managing resources, plays a critical role in enhancing academic performance and holistic development within the MATATAG curriculum framework. Recommendations include regular leadership training on instructional supervision, the targeted allocation of learning resources, the development of stronger school-wide support systems, and the establishment of regular monitoring to sustain and elevate learner outcomes.
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