This study aimed to determine the leadership skills and behaviors of school administrators and their school performance in Area III Leyte Division. It employed the descriptive-correlational research method as the main technique of the study. As to the profile of school administrators, majority were old-age, more than half were female, nearly eighty percent were married, a bigger number were master's degree holders, a little more than one-half occupied Principal 1 position, mostly availed only local and regional trainings/seminars and a great majority of them had served more than 9 years. Looking on the aspect of leadership skills, the school administrators were highly effective in all areas such as setting instructional direction, teamwork, sensitivity, judgment, results orientation, oral communication, written communication, developing others, understanding own strengths and weaknesses. In terms of leadership behavior, the school administrators were also found to be highly effective in all areas such as in communicating the school goals, supervision and evaluation of instruction, coordinating the curriculum, monitoring of student progress, protecting instructional time, maintaining high visibility, providing incentives for teachers, promoting professional development and providing incentives for learning.Parallel studies maybe conducted by examining other aspects and nature of variables related to leadership skills and behavior so that further assessments on the reliability and validity of the data in this research could be ascertained.

One of the components that shape the educational system is the instructor. They do several tasks at school that significantly impact students' character, value system, principles, and the character of the entire population. Because of the teacher's position in the classroom, the need for teacher professionalism, discipline, competence, commitment, and innovation is crucial for teachers to contribute to the country's educational aim of obtaining an exceptional education. Per the recommendations of the Accrediting Agency of Chartered Colleges and Universities in the Philippines, this study surveyed 31 faculty members in the School of Arts and Sciences department. It evaluated their competency in integrating technology into pedagogical content using Johnson's (2001) cross-sectional descriptive design. Using the updated TPACK (Technology, Pedagogical, and Content Knowledge) instrument developed by Valtonen et al. (2017), the study found that liberal arts faculty understand how various technologies can be used in the classroom. They also recognized that incorporating technology into the classroom may change their teaching. A strong relationship was found between teachers' service length, pedagogical knowledge, sex, and technological knowledge. It was suggested that school administrators prioritize program and investment strategies that develop an experienced teaching workforce of high-quality individuals. It is also advised that the faculty of the School of Arts and Sciences engage in activities that optimize Information and Communication Technology (ICT) to increase their content knowledge, professional growth, and professional learning.

Training effectiveness is measured by observable changes in knowledge, skills, and attitude after training has been conducted. This study investigates the industry partners' feedback on the On-the-Job training of the Bachelor of Arts in Communication and Bachelor of Arts in Economics interns. The researchers utilized the mixed method approach using the embedded research design. The researchers used the retrospective -descriptive quantitative design for the quantitative data. 40 practicum students' performances were evaluated during their on-the-job training for the School Year 2019 – 2020. Data were analyzed and presented using statistic numerical measures, and the relationship of variables was tested using spearman's rank-order correlation coefficient at a 0.05 significant value. Moreover, the researchers used thematic analysis of Braun and Clarke (2006) for the qualitative data. Results show that there is enough evidence to suggest that there is no statistically significant correlation between the profile of the students and their performance in practicum at α=0.05. Based on these findings, it is inferred that the students’ sex and course have no bearing on their shown knowledge and attitude, punctuality and active presence, performance proficiencies, and interpersonal interactions abilities at work. It is also found out that the industry partners noted strengths and weaknesses to the practicum students. This study discovered that the industry partner perceived the practicum students' performance to be competent in actual practice. Additionally, these findings pave way for the Economics and Communication department to select, develop, arrange, and implement meaningful classroom activities that promote sociability and prepare students for future careers.

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