A Structural Equation Model of School Project Success of Public Schools in Soccsksargen, Philippines

School project success remains a significant challenge in many educational institutions. Unsuccessful projects and inconsistencies in achieving desired outcomes are common issues that hinder the effective implementation of school initiatives. The prevalence of incomplete or underperforming projects underscores the persistent difficulties faced by schools in ensuring the success of their endeavors. This study aimed to determine a structural model of school project success by examining the project management, complexity management and project management competencies of public schools in SOCCSKSARGEN, Philippines. It employed a quantitative research predictive design with a descriptive-correlational approach and Structural Equation Modeling, using adapted questionnaires for endogenous and exogenous variables. This study collected data from 400 respondents selected through purposive sampling guided with criteria. Data analysis included mean computation, correlation, multiple regression, and SEM. Model 1 emerged as best-fit for Structural Functional Theory, demonstrating that cohesive management practices—specifically in project management, complexity management, and competencies—significantly influence school project success. The indices for CMIN/DF (1.16), p-value (0.28), NFI (0.99), TLI (0.99), CFI (1.00), GFI (0.99), RMSEA (0.02), and p-close (0.49) were all within the standard criteria, confirming the model’s validity. Cohesive and well-integrated management practices are essential for achieving successful outcomes in school projects. By developing more forceful approaches to managing project complexities and enhancing the skills of project managers, schools can significantly improve overall project outcomes and better achieve their objectives.