Toward a Unified School Performance Management Theory: Integrating Stakeholder Engagement, Leadership, Resources, Teacher Efficacy, and Job Satisfaction
DOI:
https://doi.org/10.7719/irj.v26i1.996Keywords:
School performance, Educational management, Stakeholder engagement, Teacher efficacy, Resource managementDisciplines:
Educational Management, School LeadershipAbstract
School performance remains a central concern in educational management, especially in contexts where access, quality, resilience, and efficiency are unevenly distributed. This study develops a management-oriented theory of school performance by integrating five core determinants: stakeholder engagement, supervisory style, resource management, teacher efficacy, and job satisfaction. Drawing on global and local literature published between 2020-2025, the review shows that these determinants influence outcomes only when mediated by trust, communication, equity, transparency, instructional quality, retention, and classroom climate. Stakeholder engagement fosters accountability through dialogue and trust; supervisory style shapes organizational culture; resource management drives performance when equity and transparency are ensured; and teacher efficacy and job satisfaction strengthen instructional quality and retention. Interaction effects, such as engagement combined with supportive supervision or resource equity paired with teacher satisfaction, further magnify outcomes, while socio-economic context moderates their strength. Collectively, the evidence supports a Unified School Performance Management Theory that positions schools as complex systems where managerial, relational, and psychological processes interact to sustain performance. Practically, this framework guides school leaders in sequencing interventions - prioritizing trust-building, coaching supervision, equitable resource allocation, and teacher support - to improve continuity, accountability, and innovation in teaching.
References
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Arguelles, R., & Sarsale, M. (2025). Stakeholder engagement practices in rural and remote schools: Insights from Filipino school leaders. Issues in Educational Research, 35(1), 42-60. https://search.informit.org/doi/abs/10.3316/informit.T2025050800002391857768660
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Copyright (c) 2026 Ariel B. Carmelotes
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Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
