This study aimed to determine the decision-making skills of school administrators, which served as input for a proposed action plan during the school year 2024-2025. Regarding analytical skills, the school administrator respondents got a composite mean of 3.45, while the teacher respondents got 3.47, both of which were verbally interpreted as very likely. Regarding Behavioral Skills, the school administrator-respondents got a composite mean of 3.35, while the teacher-respondents got 3.51 verbally interpreted as Very likely. Regarding conceptual skill, the school administrator respondents got a composite mean of 3.48, while the teacher respondents got 3.41, both verbally interpreted as very likely. Regarding Directive Skill, the school administrator-respondents got a composite mean of 3.62, while the teacher-respondents got 3.46, both verbally interpreted as Very likely. There is no significant difference between the perceptions of the two groups of respondents regarding the decision-making skills of school administrators concerning the above-mentioned variables.