Innovation Management and School-Based Practices of School Heads in Relation to Teachers' Performance

Abstract: This descriptive research aims to determine the level of innovation management and school-based practices of school heads in relation to the teachers’ performance. The data were collected from 127 public school teachers from one of the districts in Central Visayas, Philippines using a self-made questionnaire that have undergone validity and reliability test. The results show a very high level of innovation management of school heads in the areas of strategic innovation (m=4.57), behavioral innovation (4.59), and computational innovation (m=4.51). They have very high level of school-based practices in classroom management (m=4.69) and assessment and evaluation (m=4.54), while high level in curriculum and instruction (m=4.47). Teachers also demonstrated a very satisfactory performance during the school year 2022-2023 regardless of profile. Further, there is a significant difference in strategic innovation of school heads in terms of age (p=0.040), behavioral innovation in terms of length of service (p=0.041) and Computational Innovation in terms of age (p=0.037) and length of service (p=0.017). There is also significant difference in their school-based practices in classroom management in terms of length of service (p=0.022) and Assessment and Evaluation in terms of age (p=0.039). While no significant difference is observed in teachers’ performance, and there is no significant relationship in the level of innovation management and the school-based practices of school heads and the level of teachers’ performance (p=0.275,0.239). The findings assert school heads to develop innovation management and school-based practices that will improve the teaching and schools’ performance. Keywords: innovation management, school-based practices, teachers’ performance