The results support the study of Barnett & McCormick, (2010) which states that

Principals are ones who positively think about their school—create positive and
visionary future, they create own vision and look for progress and chance for school
future “become more futures-oriented in their thinking”.. Likewise, study of Cunningham
&Cordeiro, (2013) support the results which states that Principals should have key skills
related to communicating, facilitating, team building, coaching, managing conflict,
involving others in decision making, and acting politically, also the development of
technological advancement. Moreover, a principal should have skills in the areas of
assessment and accountability, diversity, new knowledge, limited resources, and many
other contextual elements and continued out that “Effective school leadership places
adult and student learning at the center of the school”

Similarly, results agree to the study of Branch et al. (2012) who have linked
principal effectiveness to teacher hiring and turnover, concluding that principals may
affect outcomes by managing teacher quality. We extend this literature by moving
beyond a simple analysis of principals’ skill or time inputs into the education production
function to consider the educational consequences of their strategic spending decisions

In the same way, results adhere to the study of the National Center for Education
Statistics (2010) who mentioned that poverty has the strongest correlation with high
dropout rates; In 2007, NCES estimated that dropout rates for students living in lowest
quartile of family income were more than 7 times higher than those of students in the
highest family income quartile (i.e., 16.4% vs. 2.2%), thus urged the government to work
sharply to reduce, if not eliminate, dropout rate in public elementary and high school in
six years.

In addition, results support the article of Philippine Start (2010) which states that
the NAT results guide decision makers in formulating policies relative to progression
and promotion of students, especially in the public school system. These will also
determine the deficiencies of students that need further intervention. According to
DepEd Secretary Brother Armin A.Luistro, NAT is just a part of the report card of DepEd
and the whole education system. Results of this indicator will help them formulate
appropriate interventions that aimed improvement of the education system.