School Management Practices, Resource Allocation Efficiency and Organizational Performance in Public Elementary Schools in the Division of Mandaluyong City: Basis for a Proposed Intervention Program

Abstract

Effective school leadership has evolved beyond instructional supervision into strategic management, requiring school heads to plan, implement, monitor, and evaluate school operations using systematic approaches that promote decision-making, goal alignment, transparency, and accountability. In the Philippines, RA 9155 and RA 10533 reinforce this expanded role by decentralizing authority and positioning school heads as key drivers of instructional leadership, curriculum implementation, teacher development, and resource management, while RA 4670 and DepEd’s Results-Based Performance Management System ensure teacher protection and performance accountability. School management practices in terms of Leadership and Governance, Planning and Policy Implementation, Curriculum and Instruction Management, Human Resource Management, Learner Management and Services, Financial and Resource Management, Administrative Systems and Records Management, Health, Safety, and Disaster Risk Reduction, and Stakeholder Engagement and Partnerships in public elementary schools in the Division of Mandaluyong City are strongly established and demonstrated. Resource allocation regarding Needs-Based Budgeting, Equity in Resource Distribution, Effective Utilization of MOOE, Human Resource Optimization, Time and Schedule Management, Infrastructure and Facility Management, Digital and Technology Integration, and Monitoring and Evaluation (M&E) in public elementary schools in the Division of Mandaluyong City operate at a highly effective and proficient level. The three groups of respondents do not concur with their assessment across all the dimensions of school management and resource allocation efficiency. Public elementary schools in the Division of Mandaluyong City consistently exhibit exemplary organizational performance across consecutive school years. There are strong observed associations among school management practices, resource allocation efficiency, and organizational performance; these relationships are not statistically significant. Facilitating factors strongly reinforce school management practices and resource allocation efficiency, while hindering factors present moderate constraints to optimal execution. The intervention program effectively targets key challenges in school management and resource allocation to improve organizational performance and learner outcomes. The proposed intervention program is regarded as a highly appropriate initiative, aligning its goals, target participants, and specific needs of public elementary schools in the Division of Mandaluyong City.