Implementation of Competency-Based Merit Selection Plan (MSP) on School Administration Positions and Performance

Aim: This study aimed to assess the level of implementation of the Merit Selection Plan (MSP) in school administration selection and performance.Methodology: A descriptive research design was utilized, employing survey questionnaire to gather data from school administrators and teachers.Statistical analyses included frequency, percentage, ranking, mean, and standard deviation.Results: Findings revealed that most school administrators had attended extensive training and had significant experience in leadership roles.Their competency levels were rated high, particularly in applying education, demonstrating outstanding accomplishments, and engaging in continuous learning and development.However, inconsistencies in the application of learning and development highlighted the need for more structured training programs to ensure leadership preparedness.The study also revealed a structured yet challenging promotion process, with lower promotion rates at entry-level leadership positions, indicating barriers in career advancement.Regarding performance, school administrators exhibited strong competencies in utilizing technology, managing school operations, and handling fiscal responsibilities.Conclusion: School administrators have undergone relevant training and accumulated experience, contributing to their high competency levels in leadership roles.While the merit-based selection process is structured and effective, inconsistencies in applying learning and development highlight the need for more standardized training.Despite the system's strengths, challenges such as low promotion rates, delayed results, and procedural difficulties remain significant concerns.