SCHOOL HEADS ADMINISTRATIVE, SUPERVISORY AND FINANCIAL MANAGEMENT SKILLS IN RELATION TO TEACHERS' PERFORMANCE

Abstract: This study examined the relationship between school heads’ administrative, supervisory, and financial management skills and teachers’ performance, considering demographic variables such as age, highest educational attainment, and length of service. The research involved 130 respondents, assessing their competencies in Personnel Management, Community Partnership, Problem Solving, Support Materials Preparation, Curriculum Enhancement, Assessment, Planning, Monitoring, and Reporting. Results indicate that school heads exhibit high-level proficiency in all three skill domains, with administrative and supervisory capabilities demonstrating a significant relationship with teachers’ performance. However, financial management skills did not show a direct correlation with teacher effectiveness, emphasizing the importance of instructional leadership over financial expertise in influencing educational outcomes. Additionally, there is a significant difference in school heads’ problem-solving skills based on educational attainment and in their financial management skills across certain variables, while supervisory effectiveness remains consistent regardless of demographic differences. The study underscores the necessity for continuous professional development, leadership training, and targeted financial literacy initiatives to sustain high administrative performance and optimize instructional leadership in schools. These findings highlight the pivotal role of school heads in shaping institutional efficiency and teacher effectiveness, reinforcing the importance of strategic leadership development programs. Keywords: school heads, administrative leadership, supervisory effectiveness, financial management skills, teachers’ performance