School Head’s Financial Management Practices And Performance

Abstract

This study determined the levels of school heads’ financial management practices and performance in one of the city school divisions in the Negros Island Region, Philippines, during the School Year 2025–2026. Specifically, it assessed financial management practices in the areas of budgeting and planning, risk management, and financial reporting and accountability. It also determined the level of school heads’ performance, examined differences in financial management practices when grouped according to teachers’ profile variables, and tested the relationship between financial management practices and performance. The study utilized a descriptive-comparative and correlational research design. The respondents were 271 teachers selected from public schools in the division. Data were gathered using a validated researcher-made questionnaire and analyzed using frequency count, percentage, mean, Mann-Whitney U-test, and Spearman rho. Findings revealed that school heads demonstrated a high level of financial management practices in all areas, particularly in risk management. Their performance was rated Very Satisfactory. No significant differences were found in budgeting and planning when grouped according to age, income, and educational attainment. Similarly, no significant differences were observed in risk management, financial reporting and accountability when grouped according to age and income. However, significant differences existed when grouped according to educational attainment. Furthermore, the relationship between school heads’ financial management practices and performance was found to be not significant. The study concluded that while school heads effectively practiced financial management, such practices alone did not significantly influence performance ratings, suggesting that leadership performance is multidimensional.