Abstract:
This study explores the motivational and attributional dynamics influencing success in the National Qualifying Examination for School Heads (NQESH) within the Philippine educational system. Utilizing Vroom’s Expectancy Theory and Weiner’s Attribution Theory, it examines how these psychological constructs impact educational leadership performance. The research analyzes responses from NQESH top-ten achievers between 2009 and 2019, revealing that success is attributed differently across age, sex, tenure, educational level, and number of attempts. Findings underscore the importance of emotional competence and cultural dimensions such as bayanihan in shaping motivation. The study advocates for policies and programs that are culturally responsive and support continuous learning and professional growth among educational leaders. It is recommended that educational policies provide clear pathways to success and meaningful rewards that resonate with educators’ values and beliefs. A comprehensive approach should be adopted to develop tailored support systems, such as mentorship for younger educators, gender-inclusive policies, targeted development programs, and preparation work shops, to enhance leadership quality. Furthermore, interventions aimed at fostering emotional intelligence are essential for cultivating a culture of excellence and emotionally intelligent leadership within educational institutions.

Keywords:
NQESH, Educational leadership, Motivation, Attribution Theory; Expectancy Theory, Emotional Competence, Bayanihan, Educational Policy, Philippine Education.