Management Practices of School Heads on School Performance and Career Growth of Teachers in Geographically Isolated and Disadvantaged Areas (GIDA) Schools

Abstract Aim: This study examined the management practices of school heads in geographically isolated and disadvantaged areas (GIDA) schools and their relationship with school performance and teachers’ career growth in the Tboli West District for the School Year 2024-2025. Methodology: Using a quantitative descriptive-correlational research design, the study involved 13 school administrators and 110 elementary and secondary school teachers. Results: Findings reveal that school heads demonstrated moderate levels of management practices, with resource management receiving the highest rating, followed by monitoring, supervision, leadership, and training and development. Teachers also experienced moderate career growth, particularly in professional development, awards, and recognition, though promotion and reassignment opportunities were slightly lower. Regarding school performance, dropout, retention, and participation rates were rated very high, ensuring student engagement, while enrollment rate was categorized as average, indicating challenges in attracting new students. Conclusion: Findings revealed that school heads demonstrated moderate levels of management practices, with resource management receiving the highest rating, followed by monitoring, supervision, leadership, and training and development. Teachers also experienced moderate career growth, particularly in professional development, awards, and recognition, though promotion and reassignment opportunities were slightly lower. Regarding school performance, dropout, retention, and participation rates were rated very high, ensuring student engagement, while enrollment rate was categorized as average, indicating challenges in attracting new students. A strong positive correlation was found between management practices and school performance (r = .789, p < .002), underscoring the impact of effective management on educational outcomes. However, the correlation between management practices and teachers' career growth was very strong (r = 0.979, p < .001), indicating that effective management practices support professional development, recognition and promotion opportunities for teachers. Keywords: school management, GIDA schools, school performance, career growth, teacher development