Task delegation: its relationship on decision-making and organizational performance in educational institutions

This study aimed to determine the task delegation practices of school heads and teachers in decision-making and organizational performance, identify the challenges encountered in task delegation in schools, test relationships between task delegation practices and its challenges, and propose an intervention to enhance delegation practices. Using a quantitative method and a descriptive-correlational design, data were collected through a researcher-made survey from 8 school heads and 95 teachers in public elementary and secondary schools in San Vicente, Camarines Norte. Weighted mean and Pearson’s Product-Moment Correlation were used for data analysis. Results revealed that school heads and teachers never practiced task delegation in decision-making. In organizational performance, school heads consistently delegated tasks, while teachers showed low involvement. School heads encountered moderate challenges in delegating tasks for decision-making and organizational performance. Teachers, however, often faced challenges in delegating tasks for decision-making and organizational performance. Correlation analysis showed no significant relationship between task delegation and challenges in decision-making and organizational performance. Based on the findings, a learning and development activity proposal was created to improve task delegation among school heads.