Financial and Administrative Strategies of School Leaders for Sustainable Resource Governance in School

Abstract

This study examined the financial and administrative strategies of school leaders in promoting sustainable resource governance in public schools. It aimed to determine the extent of implementation of financial management strategies, governance-related administrative practices, and sustainable resource governance practices, including the differences and relationships among these variables. A quantitative descriptive research design was employed involving 36 school heads and 1,108 teachers from selected public elementary and secondary schools in the Schools Division of Tayabas City. Total enumeration was used for school heads, while teacher respondents were selected from the identified population. Data were gathered using a researcher-made survey questionnaire validated by experts and analyzed using frequency and percentage distribution, weighted mean, standard deviation, Mann–Whitney U test, and Spearman rho correlation. Findings revealed that school leaders implemented financial planning, resource allocation, internal control mechanisms, and transparency and accountability measures to support sustainable resource governance. Significant differences were found between school heads’ and teachers’ assessments of financial and administrative strategies, with school heads providing higher ratings across the identified areas. Furthermore, governance-related administrative practices showed significant positive relationships with sustainable resource governance. Based on the findings, a development program was proposed to strengthen financial literacy, stakeholder participation, policy implementation, monitoring and evaluation, and sustainable resource management practices among school leaders.