SCHOOL MANAGEMENT: ITS IMPACT ON STUDENT-ATHLETES' ACADEMIC PERFORMANCE

Abstract

Student-athletes require balanced support to excel both academically and athletically, making effective school management practices critical in fostering their holistic development. This descriptive-correlational study investigated the impact of school management practices on the academic performance and overall development of 125 student-athlete respondents and 15 school administrator respondents in the elementary schools of the District of San Jose de Buan, Schools Division of Samar, during the School Year 2025–2026. Data were gathered through researcher-made questionnaires (overall Cronbach's alpha = 0.92) and official first- and second-quarter grades, and were analyzed using descriptive statistics and point-biserial, eta, and Spearman's rank-order correlations at the 0.05 level of significance. Student-athlete profile variables, including age, sex, grade level, family background, and attitude toward school management, showed no significant relationship with the implementation of school management practices, indicating that support was perceived and applied consistently across all demographics. In contrast, certain school administrator profile variables, such as gross monthly family income (ρ = 0.866) and attitude toward school management (ρ = 0.547), were positively correlated with effective implementation, while higher educational attainment and administrative rank showed negative correlations (ρ = −0.866 each), highlighting that advanced qualifications or higher positions do not necessarily ensure active engagement in management practices. The study also established significant correlations between the implementation of school management practices and their perceived impact on student-athletes, with academic support, communication and coordination, time management, resource allocation, and emotional and motivational support demonstrating varying degrees of weak to very weak positive association. Notably, a strong positive correlation was found between the effectiveness of school management practices and student-athlete academic performance (ρ = 0.618, p = 0.014). Overall, both school administrators (grand weighted mean = 4.65) and student-athletes (grand weighted mean = 4.11) perceived management practices as very good to excellent across all domains, while also identifying areas for further improvement, particularly in individualized support, coordination, and resource accessibility. The findings suggest that effective, equitable, and well-coordinated school management practices are pivotal in promoting academic achievement, balanced development, and emotional well-being among student-athletes, underscoring the critical role of competent administration in enhancing educational and athletic outcomes.