Elementary School Heads’ Instructional Competencies and Management Capabilities Towards an Improved School Management

—The role of an instructional leader differs from that of a traditional school administrator in several meaningful ways: whereas the conventional head of school spends the majority of his/her time dealing strictly with administrative duties, the head of school who is an instructional leader is charged with redefining his/her role to become the primary learner in a community striving for excellence in education. As such, it becomes the head of the school's responsibility to work with teachers to manage the instructional program. Utilizing a descriptive research design, this study involved all the school heads of the 17 elementary schools of Narra del Norte district, Narra, Palawan. Data were gathered through an adopted survey questionnaire administered by the researchers. More than half of the school heads were females, had ages between 46 to 50, were married and had units in master's degrees. They also had 10 or fewer teachers being supervised and had 1 to 10 years of experience as school heads. It was found that the school heads' level of instructional competencies is very competent, and their management capabilities are highly effective. Results of the study imply that instruction and support provided to teachers were given much priority with the aim of strengthening the school's instructional goals and objectives. More so, the management behaviors and functions are being performed by the school heads in a very satisfactory manner.