Diversity Management Skills of School Heads and Teachers' Performance: Basis for the Proposed Management Framework

This research investigated the relationship between the diversity management skills of school heads and teacher performance within the Valenzuela, Malabon, and Navotas divisions during the 2023–2024 school year. Using a quantitative survey design, the study collected data from school heads, master/head teachers, and teachers to evaluate four primary skill areas: cultivating cultural awareness, confronting bias, mitigating microaggressions, and combatting stereotypes. The demographic profile revealed a leadership cohort predominantly composed of females aged 46–50, over 55.6% of whom hold doctorate degrees. The findings indicate that school heads "Highly Utilize" diversity management skills, though no significant correlation exists between skill utilization and demographic variables like age, sex, or tenure. While teachers maintained "Outstanding" performance (averaging 4.50 on the IPCRF), most diversity management dimensions showed negligible correlations with these performance ratings, except for cultural awareness, which had a small but significant positive impact. Significant challenges were identified, specifically overcoming resistance from teachers with entrenched attitudes and developing objective tools to measure the success of diversity initiatives. To address these, the study proposes a Diversity Management Framework integrated with a Monitoring, Evaluation, and Learning (MEL) tool. Recommendations include tailored leadership development, mentorship programs where high-performing teachers guide administrators, and the formal integration of diversity protocols into school operations to foster a more inclusive and equitable environment.