COMPETENCY, PERFORMANCE AND TRAINING NEEDS OF PUBLIC SCHOOL ADMINISTRATORS: BASIS FOR MASTER PLAN FOR PROFESSIONAL DEVELOPMENT

Abstract: This study examined the competency, performance, and training needs of public-school administrators in the Schools Division of Bais City, Negros Oriental, Philippines. Using a quantitative descriptive-comparative and correlational research design, the study surveyed 271 teachers selected through stratified random sampling to assess the administrators’ Core Behavioral and Leadership Competencies, performance across ten leadership domains, and training needs across five key standards. Results showed that school administrators were perceived as highly competent and extremely able, with strong ratings in professionalism, teamwork, and management functions. However, areas such as research engagement and mentoring received slightly lower performance scores. Significant positive correlations were found between competency and performance, and between competency and training needs, indicating that even high-performing administrators recognize the need for continuous development. No significant relationship was found between training budget utilization and administrator outcomes, suggesting a disconnect between expenditure and impact. The study recommends the development of a targeted, data-driven Master Plan for Professional Development to enhance school leadership capacity and sustain educational quality. Keywords: school leadership, administrator competency, training needs, educational performance, public-school administrators, professional development, DepEd Philippines