LEADERSHIP PRACTICES AND ADMINISTRATIVE SUPPORT AS PREDICTORS OF TEACHERS' PERFORMANCE

This study examined the impact of leadership practices and administrative support on teachers' performance in the Pantukan North District of Davao de Oro for the 2024-2025 school year. Utilizing a quantitative descriptive correlational approach, the research investigates how leadership behaviors specifically planning, organizing, controlling, and leading affect teachers' effectiveness in the classroom. It also assesses the levels of financial, technical, and emotional support provided by school administrators. The findings reveal that strong leadership significantly enhances planning and organizational practices, fostering a supportive educational environment. Respondents indicated positive assessments of financial support, highlighting its role in facilitating professional development and boosting teacher motivation. Additionally, emotional support emerged as a key factor in creating a collaborative atmosphere. The study demonstrates a significant correlation between effective leadership practices and improved teacher performance, particularly in areas such as curriculum planning and personal growth. These insights underscore the necessity for school administrators to adopt inclusive leadership styles that promote collaboration and professional growth. By enhancing administrative support and refining leadership practices, educational outcomes can be improved, ultimately benefiting both teachers and students in the district. Keywords: Elementary Education, Leadership Practices, Administrative Support, Teachers’ Performance, Quantitative Study, Descriptive-Correlational