This study examined the leadership practices of novice principals and their relationship to school performance. Specifically, it aimed to determine the extent to which novice principals demonstrate leadership in instructional leadership, decision-making skills, communication skills, and emotional intelligence; identify the leadership challenges they encounter, particularly in lack of experience, policy knowledge gaps, workload, and stakeholder pressure; explore the opportunities available through mentorship, professional development, and collaboration; and assess school performance in terms of student achievement, teacher performance, school climate, and stakeholder satisfaction. The study also investigated whether leadership practices are significantly related to school performance.

The study used a mixed-methods approach. Survey questionnaires were given to novice principals from four congressional districts in DepEd Quezon, and the data were analyzed using descriptive statistics and Pearson correlation to examine their profiles, leadership practices, challenges, opportunities, and school performance.

In addition, in-depth interviews were conducted to gain deeper insights into their leadership practices, challenges and opportunities in performing their duties as novice principals.

Findings show that most novice principals are mid-career, female, with graduate education and limited experience as school principals. Their leadership practices were rated excellent, particularly in emotional intelligence and decision-making. They experienced moderate-to-frequent challenges with workload, school improvement implementation, and policy alignment, while reporting high levels of mentorship, professional development, and collaboration. School performance was rated high to very high across all domains.

Leadership support opportunities have significant positive associations with school performance indicators, whereas leadership practices show no significant direct association with school performance. This led to a revised research paradigm in which leadership opportunities are treated as an independent variable rather than a moderating variable. Qualitative findings further showed that mentorship, professional development, and collaboration helped novice principals manage challenges, improve decision-making, motivate teachers, and strengthen school climate.

While novice principals demonstrate strong leadership practices, school performance is more strongly associated with opportunities for leadership support. The findings suggest that leadership outcomes are largely influenced by external support systems rather than the direct effects of leadership practices alone.