CORE BEHAVIORAL AND LEADERSHIP COMPETENCIES OF PUBLIC SECONDARY SCHOOL PRINCIPALS IN MANAGING DIVERGENCE AMONG ITS STAKEHOLDERS

The study focused on the core behavioral and leadership competencies of large and mega public secondary school principals in the divisions of Quezon during the School Year 2017-2018 in managing divergence with its internal and external stakeholders through the gathering of data with the use of questionnaires and by conducting a personal interview. The quantitative data collected were analyzed through the use of T-Test for independent sample and ANOVA while Phenomenology Qualitative Research Design was used to analyze the impact and outcome of the core behavioral and leadership competencies carried out by the school leaders in dealing with its stakeholders. Based on the findings, despite the difference of perceptions between the principal and teacher respondents on Core Behavioral Competencies and Leadership Competencies, the difference was minimal. The major problems and issues encountered by the public secondary school principals with the students were absenteeism, tardiness, obsession to gadgets, lack of proper attitude and study habits, garbage disposal, discipline, bullying, early pregnancy, and peace and order with students from other schools. To manage divergence with its students, the principals’ strategies were cause analysis, home visitation, feeding program, free fare through sponsorship and solicitation, donation of bicycles from different stakeholders, security of the students inside the campus, visibility of teachers and authorities within the school’s vicinity, and strengthening of the guidance program. The researcher formulated a strategic manual to sustain the core behavioral and leadership competencies of principals to gain and keep the trust and support of its stakeholders.