Most school heads fail at their jobs because of poor relationships with teachers and management. Additionally, individual instability, a lack of understanding of management, a lack of skill in planning and organizing work, and a lack of adaptability to new and changing conditions are among the reasons. Lack of skill in planning and organizing work; and inability to adapt to new and changing conditions. Thus, this research paper determines the administrative competence of school heads in terms of school leadership, parent involvement and community partnership, school management and operation, personal and professional attributes, and interpersonal effectiveness. A descriptive survey method was utilized with 174 respondents from a selected public elementary school. Research findings show that the school heads are competent leaders especially in providing immediate remedies to challenges experienced by both teachers and students; they are effective in terms of partnership since all school’s stakeholders work together and collaborate in the various activities of the school; they are highly competent, especially in supervising the school operations and bringing out the best for the school; and they are highly competent administrators not only in the cognitive and psychomotor aspects but also in the affective domain. There are evident indicators of effective school heads’ leadership in the areas of the school improvement plan and school-based management.

Keywords: Administrative Competence, School Leadership, Parent Involvement, and Community Partnership, Management and operation, Personal and Professional Attributes.

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