Philippine Professional Standards for School Heads (PPSSH)-aligned Leadership Practices of School Heads and Teacher Performance in San Fernando District: Basis for a Continuous Professional Development Program

This study examined the extent of leadership practices aligned with the Philippine Professional Standards for School Heads (PPSSH), assessed teacher performance, and determined their relationship as a basis for a Continuous Professional Development (CPD) Program in San Fernando District, Masbate. Using a quantitative descriptive-correlational design, the study involved 35 respondents (18 school heads and 17 teachers), selected through total enumeration for school heads and proportionate stratified random sampling for teachers. Data were collected using a structured four-point Likert-scale questionnaire and analyzed through weighted means and Pearson correlation. All five leadership domains were rated extensively practiced, with managing school operations and resources highest (M = 3.79) and focusing on teaching and learning lowest (M = 3.71). Teacher performance was rated outstanding across assessed domains, led by community linkages and professional engagement (M = 3.89). Leadership practices and teacher performance showed a statistically significant moderate positive association (r = .45, p < .05). Action research and data-driven instruction emerged as the foremost professional development priority (M = 3.91). These findings indicate that strong leadership ratings accompany favorable teacher performance without establishing causation. The proposed CPD Program should prioritize research-informed instruction, assessment development, and instructional coaching. The small, district-specific sample, questionnaire-based assessments, and unevaluated program limit generalizability and conclusions about effectiveness. The study provides locally grounded priorities for coordinated leadership development and teacher learning.