MANAGERIAL EFFECTIVENESS AND JOB STRESSORS IN ELEMENTARY SCHOOL ADMINISTRATION: IMPLICATIONS FOR LEADERSHIP DEVELOPMENT

The increasing complexity of elementary school administration has emphasized the importance of managerial effectiveness in sustaining school performance and achieving educational outcomes. School administrators must balance multiple roles, often under considerable pressure, which can lead to heightened job stress. This study aimed to examine the relationship between job stressors and managerial effectiveness among elementary school administrators and draw implications for leadership development. A descriptive-correlational research design was employed, involving 70 respondents from public elementary schools in the Baliangao District, Division of Misamis Occidental. Data were gathered using a structured questionnaire measuring job stressors—specifically job demands, job control, and social support—and managerial effectiveness in terms of technical, human, and conceptual skills. Data were analyzed using mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. Findings revealed that administrators experienced a high level of job stressors, with social support rated the highest among the components. Similarly, managerial effectiveness was also rated high, particularly in human skills. However, a significant negative correlation (r = -0.256, p = 0.035) was found between job stressors and managerial effectiveness, indicating that increased stress levels are associated with decreased administrative performance. The study concludes that although school administrators demonstrate strong managerial competencies, persistent stressors can undermine their effectiveness. Thus, targeted leadership development programs are essential to enhance their capacity for stress management and sustainable performance.