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School leadership plays an indispensable role in the effectiveness of an educational institution, right from the setting to the accomplishment of the school mission, vision and goals. School administrators’ leadership attributes play a vital role towards student’s achievements and general school effectiveness. This study determines the degree of school administrator’s leadership traits (decisiveness, integrity, commitment, initiative, courtesy, human relations and stress tolerance) and work effectiveness (instructional leadership, learning environment, human resource and management, school community partnership and school management and operations) as perceived by the school administrators and teachers. Further, this study find out the predictors of school administrator’s leadership traits and work effectiveness as well the degree of relationship between these variables. Data were analyzed using frequency count, percentage, mean, and correlation and regression analysis. Result of the analysis showed that the in terms of school heads’ leadership traits and work effectiveness, the school heads look at themselves as highly effective while the teacher-respondents viewed them as only effective. Moreover, the school heads level of stress tolerance showed a strong impact on the school heads level of work effectiveness in the school operations and management while others showed moderate to weak relationship as perceived by the school heads, on the other hand, in terms of the teacher-respondents perspective, in all indicators of school heads work effectiveness and leadership traits, they showed strong association with each other. Both the school heads and teachers admitted that human relations and human resource and management were important components to achieve an efficient instructional and management leadership and thus promoting success in students’ learning. The researcher the recommends that the school heads’ leadership traits and work effectiveness should be constantly monitored by Department of Education officials to continually attain the goals and objectives of all secondary schools and establish a healthy balance between work and traits for a productive leadership of a school head and gain strong support from the teachers and other stakeholders. Both internal and external stakeholders may work together in providing quality education to students who can become educational leaders in the future.

Development of School Management and Instructional Innovation Plan Based on School Heads Level of Leadership Traits and Work Effectiveness