Anchors of Achievement: Administrative Support and Teachers Morale as Predictors of Public Schools Performance

School performance in public basic education schools often faces challenges in sustaining consistent outcomes, raising concerns about the roles of administrative support and teacher morale in improving educational performance. This study aimed to determine the influence of administrative support and teacher morale on the school performance of ten public basic education schools in the Municipality of Veruela, Division of Agusan del Sur. Using a quantitative descriptive-correlational design, the study involved 50 teachers selected through proportionate sampling. Data were gathered using adapted survey questionnaires and school performance indicators and analyzed using mean, standard deviation, and Pearson Product–Moment Correlation. The findings revealed that administrative support and teacher morale were generally perceived at positive levels, while school performance showed strong outcomes in promotion, retention, achievement, and completion rates, although cohort survival and drop out rates appeared relatively lower. Moreover, administrative support showed a significant relationship with retention rate and graduation/completion rate, while teacher morale did not show a significant relationship with school performance indicators. These findings imply that stronger administrative support may contribute to improved student retention and completion in public basic education schools. School leaders may strengthen administrative support practices to sustain student retention and completion outcomes.