Curriculum Management Practices and Competencies of Public Elementary School Heads in SOCSARGEN: Basis for Framework Development

The study employed a descriptive correlational research design to investigate the relationship between the extent of curriculum management practices and the level of competencies of public elementary school heads. Moreover, the researcher utilized the selected elementary school heads and teachers to assess the extent of curriculum management practices and the level of competencies of public elementary school heads. The study used thirty (30) public elementary school head respondents and two hundred ten (210) teacher respondents using the purposive sampling technique. A total of two hundred forty (240) respondents. The findings revealed that the public elementary school heads' curriculum management practices are evident in the way they plan and carry out curriculum policies, oversee and monitor the delivery of instruction, distribute and use resources, assist teachers' professional development, and innovate and adapt curriculum delivery. Also, school heads and teachers possess significantly divergent viewpoints about the assessment of public elementary school principals' curriculum management approaches. Moreover, instructional leadership, curriculum and instructional management, human resource management, decision-making and problem-solving, and school administration and operations are all areas in which public elementary school heads excel. Likewise, school heads and teachers rate instructional leadership skills, curriculum and instructional management, human resource management, decision-making and problem-solving, and school management differently. Curriculum management practices are significantly correlated with the level of competencies of public elementary school leaders. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may foster a team-oriented environment by encouraging collaboration among fellow teachers and sharing best practices, resources, and support for each other's initiatives; Teachers may participate in workshops, online courses, and conferences that focus on modern leadership techniques and innovative teaching strategies to stay updated and inspired; Students may engage in discussions with teachers and administrators about ways to improve the school environment; and School administrators may exhibit passion, vision, and integrity as leaders, inspire and motivate staff through a shared vision for the school, and promote a culture of innovation and risk-taking.