This study aimed to assess the school heads' management functions and the social efficacy in the implementation of the school programs, projects and activities as basis for sustainability plan. In addition, the respondents in this study were two hundred forty (240) teachers, one hundred twenty (120) master teacher, thirty (30) school heads in selected elementary public schools of the National Capital Region in Schools Division Office of Manila, Valenzuela, Caloocan and Quezon City.
Based on the findings, the level of school head's management function revealed that the indicators 2, "Managing School Operation and Resources " number 3, "Focusing on Teaching and Learning", and number 4, "Developing Self and Others" acquired an overall XW of 4.73, 4.81, and 4.68 respectively with a verbal interpretation of highly efficient (HE). On the other hand, indicators number 1, "Leading strategically", and indicator number 5, Building connections "both acquired an overall XW of 4.17 and 4.15 respectively with a verbal interpretation of Efficient (E). In addition, it was also found out that there is no significant difference in the assessment of the three groups of respondents on the level of school heads' management functions in terms of managing school operations and resources, developing self and others, and building connections, while there significant difference in the assessment of the three groups of respondents on the level of school heads management functions in term of leading strategically and focusing on teaching and learning. Furthermore, there is a significant relationship between the level of school heads' management functions when grouped according to profile.
Moreover, the level of school efficacy in the implementation of programs, projects, and activities as assessed by the three groups of respondents revealed that indicators number 1, "Increasing Learners Enrollment number 2, "Improving Teachers' Performance", number 3, "Utilizing Funds", number 4 "Decision-making", and number 5, "Collaborating with stakeholders" acquired an overall XW of 4.63, 4.19, 4.64, 4.70, and 4.57 respectively with a verbal interpretation of Highly Efficient (HE). In addition, there is no significant difference in the assessment of the three groups of respondents on the level of school efficacy in the implementation of programs, projects, and activities in terms of increasing learners' enrollment while there is significant difference in the assessment of the three groups of respondents on the level of school efficacy in the implementation of programs, projects, and activities in terms of improving teachers' performance, utilizing funds, decision-making, and collaborating with stakeholders. Moreover, there is no significant relationship between the school heads' level of management functions and school's efficacy in the implementation of programs, projects, and activities.
Lastly, in order to address the identified facets for improvement school heads may focus on the identified weakness in terms of allocation and utilization of resources, especially in building connections and leading strategically.
 

xviii,170 pages : illustrations (some color), portrait ; 21 cm x 29.7 cm.
Dissertation : (Doctor of Philosophy major in Education Management) - University of Caloocan City, 2022. 

includes bibliography and appendices.