Organizational Culture, School-based Management Practices, and Administrative Techno-Stress on Leadership Competence of School Leaders

This study investigated the relationships among organizational culture, school-based management practices, and administrative techno-stress and their collective impact on the leadership competence of school leaders.In the province of Bukidnon during the 2024–2025 school year. The research employed a descriptive-correlational design, with a sample of 300 school heads selected through stratified random sampling across three divisions in Bukidnon. Data were collected using validated and reliable standardized questionnaires measuring organizational culture (collaborative leadership, teacher collaboration, unity of purpose), school-based management practices (school leadership, internal stakeholder participation, school-based resources, school performance accountability), administrative techno-stress (process-, profession-, technical issue-, personal-, and social-oriented techno-stress), and leadership competence. Descriptive statistics revealed high levels of organizational culture (M = 4.42), school-based management practices (M = 4.19), and administrative techno-stress (M = 3.90) among school leaders. Collaborative leadership and school leadership emerged as the most substantial dimensions within their respective domains, while teacher collaboration and internal stakeholder participation were identified as areas for potential improvement. Correlational analysis indicated significant positive relationships between organizational culture and leadership competence, as well as between school-based management practices and leadership competence. Conversely, higher levels of administrative techno-stress were associated with lower leadership competence. Regression analysis further identified organizational culture as the strongest predictor of leadership competence, followed by school-based management practices, while administrative techno-stress demonstrated a significant negative predictive effect. These findings underscore the importance of fostering a positive organizational culture and effective school-based management practices to enhance leadership competence while addressing administrative techno-stress to support school leaders' effectiveness. The study highlights the need for targeted interventions and support systems that promote collaborative environments, stakeholder engagement, and technological adaptability among school leaders to achieve improved educational outcomes.