FINANCIAL STABILITY AND MANAGEMENT IN PUBLIC ELEMENTARY SCHOOLS IN REGION IV-A: BASIS FOR THE DEVELOPMENT OF RISE (RESILIENT INVESTMENT AND SUTAINABILITY ENHANCEMENT) PROGRAM

Abstract

This study aimed to examine the financial stability and management of public elementary schools in Region IV-A. It employed a descriptive-correlational research design, utilizing a structured, closed-ended questionnaire as the primary tool for data collection. A total of fifty-three school heads participated in the study, with the sample size determined using Slovin’s formula. Data were analyzed using descriptive statistical tools to interpret patterns and relationships.

The results showed that most school heads are female, married, and highly educated, with many pursuing or having completed graduate studies. Despite their academic credentials, a considerable number are new to their roles and have had limited training in financial management. Schools across the region differ in size and staf m/ ing, but most are located in barangays and commonly face a shortage of support staff, which contributes to administrative challenges.

In terms of financial management in schools, the findings revealed that school heads generally demonstrate sound practices. They follow DepEd guidelines in budgeting, practice transparency, involve stakeholders, and effectively use digital tools for monitoring and reporting. Most schools exhibit financial stability, meeting obligations on time and managing their resources effectively. However, challenges persist—such as insufficient emergency funds, delayed fund releases, limited external support, weak internal monitoring systems, and inadequate training opportunities for school leaders.

Notably, the study found no significant relationship between school profile variables (such as enrollment size, staff count, school size, and location) and financial stability. This suggests that the quality of school heads’ financial management practices plays a more critical role than structural or demographic factors in maintaining a school's financial health.

In light of these findings, it is recommended that DepEd Region IV-A develop and implement the Resilient Investment and Sustainability Enhancement (RISE) program focused on enhancing the capabilities of school heads. This should include targeted training, mentorship, and capacity-building activities. Additionally, assigning more support staff, promoting work-life balance, addressing systemic delays in fund release, and equipping school heads with skills in sustainability planning, risk management, and grant writing are essential. The study also emphasizes the importance of regular financial reviews, stakeholder participation, and equitable resource allocation based on actual needs rather than school profiles.