Administrator’s Managerial Competencies and Performance in Select Public Central Elementary Schools in Region III: Basis for Enhanced Capacity-Building Program

School administrators maximize organizational performance and health by setting the direction of schools, managing the system and processes, promoting quality teaching and learning, and engaging stakeholders in initiatives to improve school communities. Despite the well-established importance of managerial competencies, little research identifies the competencies that administrators in public central elementary schools have. With this, the study assesses the managerial competencies of the school administrators at public central elementary schools in Region III, Philippines.Respondent’s profile, managerial competencies, level of managerial performance, significant differences and relationships, and identifying which among the managerial competencies greatly influence the level of performance were identified. These were analyzed using specific statistical tools. From the findings, a capacity-building program has been recommended.The findings revealed that most administrators were 41-50 years old, female, married, taking their master’s degree unit, and had 21 years or above experience. They exhibit a high level of managerial competency, outstanding performance based on the Office Performance Review and Commitment Form (OPCRF) Overall Rating, and an advanced level of performance based on the School-Based Management (SBM) Level of Practice. No significant difference in the managerial competencies among administrators when grouped according to their profile, but a significant relationship between managerial competencies and level of performance was identified. Key influential competencies include focusing on teaching and learning (OPCRF) and building connections (SBM). From this, the research recommends future studies, capacity-building program adoption, and collaboration with schools in Region III, Philippines.