Financial Management Practices, Job Satisfaction, and Performance of Public Secondary Schools in the Division of Sarangani

Abstract

This study examines the intricate relationship between financial management practices to job satisfaction and school performance among public schools. While individual research studies have independently highlighted the positive impact of effective financial management practices and heightened job satisfaction on organizational performance, a notable gap persists in the scholarly landscape pertaining to the holistic evaluation of these factors in the context of school performance.
The study gathered data through a survey questionnaire distributed to 256 respondents, including school heads and teachers. The questionnaire utilized adopted formats focusing on financial management practices and job satisfaction. Employing a descriptive quantitative research design, specifically utilizing a descriptive correlational approach, the study aimed to analyze the complex relationships among financial management practices, job satisfaction, and the performance of public secondary schools operating with fiscal autonomy. Statistical tools such as frequencies, mean values, T-tests (both inferential and independent sample tests), and Pearson's r were employed to rigorously examine and statistically analyze the gathered data.
Interestingly, the findings reveal the significance of financial management practices in influencing teacher satisfaction within schools. However, no significant relationships were found between financial management practices and school performance, as well as between teacher satisfaction and school performance. These results suggest that other factors beyond financial management and teacher satisfaction may play a more prominent role in determining school performance. Therefore, the implications urge educational administrators, policymakers, and stakeholders to adopt a holistic perspective in evaluating and enhancing school performance. Rather than focusing solely on financial management or teacher satisfaction as isolated determinants, a comprehensive approach that considers a spectrum of factors impacting the educational ecosystem is imperative.