Motivational and Problem-Solving Competencies: An Indicator for Effective Leadership

This study investigated motivational and problem-solving competencies as indicators of effective leadership among elementary school managers in the Sulop District, Division of Davao del Sur. Employing a descriptive–correlational research design, the study involved 26 public elementary school heads as respondents. Data were collected using a structured survey questionnaire measuring motivational and problem-solving competencies, along with demographic variables. Descriptive statistics (frequency, percentage, and mean) and inferential statistics using Pearson’s correlation coefficient were utilized for data analysis. Results revealed that school managers demonstrated a high level of motivational competency (grand mean = 3.10), with professional advancement obtaining the highest mean score. Similarly, findings showed a high level of problem-solving competency (grand mean = 2.95), particularly in identifying the nature of problems and implementing decisions. Correlation analysis indicated a significant positive relationship between motivational competency and demographic profile, notably in commitment to work and relationships with teachers. Likewise, problem-solving competencies—specifically identifying the nature of the problem and implementing decisions—showed a very strong and significant relationship with school managers’ demographic profile. These results led to the rejection of the null hypotheses. The study concludes that motivational and problem-solving competencies are essential indicators of effective school leadership and recommends continuous professional development programs to further strengthen these competencies among school administrators.