International Journal of Academic Multidisciplinary Research (IJAMR)

ISSN: 2643-9670
Vol. 4 Issue 11, November - 2020, Pages: 66-72

Financial Management of School Heads in Selected Public

Elementary Schools in DepEd Region III, Philippines
Rolando A. Espiritu, EdD
San Manuel Elementary School, Tarlac City, Philippines
[email protected]
Abstract: This study investigated the financial management of public elementary school heads in Region III in terms of budgeting,
accounting, procurement, and asset management. Likewise, it looked into the best practices and problems encountered of school
heads in their financial management. As an output of the study, an action plan is proposed. The researcher employed the
descriptive-qualitative method of research and involved the participation of seven (7) provinces with twenty (20) Schools Division
Offices with their 105 teachers, 105 school heads and 105 district supervisors as research-respondents. The researcher
constructed the test which was validated via content validation of the experts which included the researcher’s adviser, statistician,
Deped officials such as Public Schools District Supervisor, fellow Principals, Senior Education Program Specialists and Division
Accountant. Weighted mean was used in describing the financial management of school heads as to budgeting, accounting,
procurement and asset management. The Statistical Programming for the Social Sciences (SPSS) software was used to treat the
data gathered. Findings of this study revealed that the indicators under accounting and budgeting are categorized as best
practices of the school heads in their financial management. These are some of the following: 1) collaboration with grade level
chairpersons or school focal persons for budgetary planning; (b) keeping all financial records in safe place. Moreover, delayed
release of school monthly cash advances, fund insufficiency, lack of adequate experiences and trainings, numerous bookkeeping
tasks, unorganized recordkeeping, frequent changing of policies, absence of permanently stationed bookkeeper, and adherence to
complex laws and policies are identified as the most common challenges encountered by the school heads in their financial
management. The school heads are advised then to make sure that all stakeholder sectors are represented during any budget
allocation activities. They should further familiarize themselves of the simplified fund management systems by reviewing different
mechanisms, procedures and standards for the utilization, monitoring and recording of school funds. The data on the problems
encountered by the school heads in their financial management provided the basis in proposing an action plan which may be used
in improving their level of implementation and in providing a key to more development programs for school heads in the entire
region.
Keywords—financial management, school heads, public elementary schools, descriptive study
Moreover, the school head’s efficient and effective
management of financial or material resources is considered
1. INTRODUCTION
one significant factor in the attainment of institutional
In any organization, it is very important that the financial objectives. On the other hand, inappropriate and inconsistent
management of its leader is properly and prudently observed exercise of financial management may cause failure in terms
considering that this may lead to further success. A study of financial difficulties and mismanagement of resources. In
defined financial management as dealing with the sources of the end, an excellent and improved performance is the
funds, their efficient use of and minimization of cost or losses ultimate aim of every organization as they align well their
for the greater profitability [1]. This productivity is generally financial management systems by wisely observing
intended for business in ministerial departments and post applicable and advantageous practices.
primary institutions. Similarly, it is for the enhanced welfare
In the school setting, the financial management of school
of students and both the teaching and non-teaching staff.
heads prevail when they have basic knowledge and clear
2. RELATED WORKS understanding of the basic processes involved in managing
school’s account, the budgeting process and the systems and
In a context, a study determined financial management as
controls that are necessary to ensure that the school’s
careful allocation and utilization of scarce by financial
finances are not misappropriated, (Clarke, 2008). School
managers to minimize waste and maximize accountability
financial management involves the planning and
[2]. These definitions connote then that the financial implementation of a financial plan, accounting, reporting and
management undertaken by school heads which is to prepare, the safeguarding of assets from loss, damage and fraud.
procure, expend and make accurate account of funds
Basically, the level of school heads’ financial management
provided for the organizational program implementation, and
can usually be determined through their formal education, on-
their capabilities as financial managers, are considerably
the-job training and experiences. Sometimes, their personal
significant and indispensable.
or individual characteristics are also considered respectively.

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International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 4 Issue 11, November - 2020, Pages: 66-72
The Philippines’ overall policy in regard to this aspect is For the school heads to perform professionally and
the empowerment of school heads to manage the school’s competently their roles and responsibilities as specified in
personnel, fiscal (or financial) and material resources as Deped Order No. 32, s. 2010 or the National Adoption and
stipulated in Letter E, Paragraph 7, Chapter 1 of Republic Act Implementation of the National Competency-Based
9155. The said law also known as the “Governance of Basic Standards for School Heads or NCBSSH (domain 6, strand
Education Act of 2001” emphasizes that school heads are 6), they will need the proper education, experience, training,
given authority, accountability and most specially skills and ethical qualities. Some of the competencies a
responsibility over fiscal or financial resources. Likewise, school fiscal manager should develop in himself are the
this decree highlights that the management of such resources following: a) preparation of financial management plans; b)
should always be consistent with the national educational generation and mobilization of financial resources in
policies, plans and standards. Furthermore, this principle accordance with DepEd policies, and accounting and auditing
initially proves that the school head’s capability in executing rules and regulations; c) organization of procurement
financial management activities will be very necessary in committee; d) adherence to official procurement processes; e)
determining the success of the institution in terms of their maintenance and replacement of school assets and disposition
human, material and fiscal or financial resources. Section 10 of non-reusable properties; and f) preparation of financial
of Republic Act 9155 similarly puts emphasis on the reports and submission of such to higher education
provision of appropriations, intended for the regional and authorities and other education partners.. The aforesaid Order
field (composing the elementary and secondary schools) and identifies and specifies the professional capabilities including
the schools division offices that are to be allocated directly the fiscal or financial management activities a school head
and released immediately by the Department of Budget and should undertake which is part of transformational and
Management (DBM) to the said offices. As repeatedly situational leadership of school heads [3][4].
pointed out in Republic Act 9155, all school heads in the
Moreover, the local and national government have been
Department of Education (DepEd) are already bestowed with
providing the basic financial requirements needed by every
defined authority coupled with great responsibility and
school in our country. The Department of Education is
accountability to manage their resources based on the needs
allotting Maintenance and Other Operating Expenses
and requirements of the school community.
(MOOE) funds for their primary necessities such as
Considering that all public schools in the country have electricity, water, internet, training expenses, office/school
been entrusted with monetary provisions by the government, supplies, graduation rites, janitorial, minor repair of facilities
this has created demands for public accountability and better and other operational expenses (DepEd Order No. 008, s.
management responsibility from stakeholders. The present 2019). Other sources of school funds comprise the following:
and common problems both the public elementary and Special Education Fund (SEF), School-Based Feeding
secondary schools encounter nowadays are mostly identified Program (SBFP) funds, Parents Teachers Association’s
to be related with financial and material resources (PTA) authorized contributions, canteen funds and other
management. This considerably demands that school heads monetary donations or contributions from different external
should develop their management skills for them to be able to stakeholders such as Alumni Associations, Local
uphold and perform their complex duties, responsibilities and Government Units (LGUs) and Non-Government
other related functions designated by higher authorities. Organizations (NGOs).
Specifically, they have to possess other management
Certainly, the DepEd’s goal of providing sufficient and
competencies which include communication, delegation,
excellent basic needs and services to all schools cannot be
teambuilding, project thinking coordination, directing,
achieved if still there are inconsistencies in the observance of
innovation, budget analysis and monitoring of expenditures, -
financial management activities among school heads. As
(Maturi, 2013). Still further, school heads are expected to
observed, some school heads in DepEd Region III-Central
possess technical knowledge and skills in the management of
Luzon do not properly prepare the necessary documents to
the school’s resources to be able for him to meet objectives as
qualify their liquidation reports. Other violations committed
required by the institution.
are as simple as not submitting the required documents on
DepEd Order No. 60 s. 2016 gives emphasis on the time or complying with what is prescribed by institutional
implementation of the utilization of the Financial laws. Some also committed misappropriation or intentional
Management Operation Manual (FMOM) for all financial illegal use of funds due to various personal reasons and other
transactions at all levels - central, regional, division and inappropriate causes. Unauthorized disbursement is also one
school of the Department of Education. This understandably of the common offenses committed by most accountable
means that DepEd is seriously recognizing the importance of officers according to one Division Accountant in the said
continuous professional development of its financial Region.
management staff as agents of transformation and
Moreover, these school heads have received initial
reformation. The aforementioned agency truly desires to
consequences for their wrongdoings. To mention some of
improve the school heads’ financial management practices in
these penalties are compulsory refund of the cash advance
some particular aspects.
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International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 4 Issue 11, November - 2020, Pages: 66-72
received by the accountable officer or school head,
suspension of salary and from performing or practicing
3. STATEMENT OF THE PROBLEM
official functions as school administrator, being transferred to
another school, disallowances, and being filed with This study determined the financial management of
administrative cases relative to such concern. public elementary school heads in DepEd- Region III-
Central Luzon. Specifically, it aimed to answer the following
According to a Commission on Audit (COA) Personnel
questions:
(government cluster) assigned in one Schools Division Office
(SDO) in Region III, their office have proven that there is 1.How may the financial management of school heads be
really a need to review and enhance the financial described in terms of:
management of schools as well as evaluate the performance
1.1budgeting;
of financial managers themselves. The researcher, as a school
principal, further believes that the cases of ineffectiveness 1.2accounting;
and inefficiencies in undertaking financial management have
hindered the respective institutions of school heads from 1.3procurement; and
rendering excellent, prompt and prudent services to internal 1.4asset management?
stakeholders or immediate clientele, the teachers, learners and
their parents. The absence of relevant trainings or 2.What are the best practices of school heads in their
enhancement programs for the school heads in their financial financial management?
management indicates that there is really a need to upgrade 3.What are the problems encountered by the school heads
their implementation and observance of their financial in their financial management?
management operations.
4.What action plan could be proposed to address school
Furthermore, to manage diverse financial resources in financial management problems?
school is as simple as handling your own finances, properties
or assets. If a school administrator has enough capability on 5.What is the implication of this study to educational
budgeting, accounting, procurement and asset management, management?
he is not easily tempted or cannot simply commit erroneous 4. METHODOLOGY
spending. The school head will not go far beyond the
financial allotment which is consistent with the approved To realize the main objective of this study, the researcher
School Operating Budget (SOB), Annual Procurement Plan made use of the descriptive-qualitative method of research
(APP), Monthly Disbursement Program (MDP), Project which determined the financial management of the school
Procurement Management Plan (PPMP) and other financial heads and their best practices in their respective schools. The
management plans. If a school head is properly directed and descriptive method, according to Aggarwal (2008), is devoted
guided by existing rules and regulations, guidelines and to the gathering of information about prevailing conditions or
policies involving financial management and has appropriate situations for the purpose of description and interpretation. It
stewardship and ethical leadership orientation, he or she can is not simply amassing and tabulating facts but includes
minimize or manage the number of challenges usually proper analyses, interpretation, comparison, identification of
experienced in the field. Some problems and other sources of trends and relationships.
conflict and misunderstanding in the organization will Moreover, the first two questions were answered using
eventually be controlled. the descriptive method of research. The data on financial
A competent and an ethically-oriented school financial management and best practices of school heads were
manager can effectively and efficiently implement his or her statistically treated, analysed and interpreted. The researcher
financial management activities such as budgeting, categorized and described how the school heads frequently
accounting, procurement and asset management and will practiced their financial management. The researcher
definitely offer a more systematic and strategic way of compared the school heads’ observance of their financial
attaining institutional goals and objectives. This is one factor management with that of the teachers and the supervisors’
which may help build a sound school-based financial assessment. In addition, the researcher used such method to
management system in the country’s educational institutions. identify which among the indicators were classified as best
practices of the school heads. The indicators with higher
Further, the researcher conducted this study to determine mean than the overall grand mean were classified as the
the financial management of school heads as 21st century school heads’ financial management best practices.
leaders and direct implementers of the different school
programs, projects and relevant activities. The results and The researcher also used the qualitative method to answer
findings of this study have enlightened the researcher to give the question on the school heads’ problems in their financial
relevant recommendations and eventually directed him craft a management. According to Hammarberg (2016), qualitative
proposed action plan which is expected from school method is used to answer questions about experience,
institutions in Region III. meaning and perspective, most often from the standpoint of

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International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 4 Issue 11, November - 2020, Pages: 66-72
the participant. Usually, the data are not amenable to said questionnaire, a dry run was administered to eighteen
counting or measuring. Examples of qualitative research (18) teachers, ten (10) school heads and ten (10) public
technique are “small-group discussions” for investigating schools district supervisors that were not included in the
beliefs, attitudes and concepts of normative behavior; “semi- actual respondents. Subsequently, the questionnaire was
structured interviews”, to seek views on a focused topic or, retrieved by the researcher. The initial data gathered were
with key informants, for background information or an tabulated and analysed by the researcher through the
institutional perspective; or an “in-depth interviews” to assistance of the statistician for further validity and reliability
understand a condition, experience, or event from a personal testing.
perspective.
There are seven (7) provinces in Region III-Central
Further, the researcher considered the qualitative method Luzon. Relatively, the researcher requested the participation
appropriate in answering the question that pertains to the of 105 school-respondents from the different provinces in the
problems encountered by the school heads in their financial said region. Specifically, these are Aurora (5), Bataan (10),
management. The researcher used an interview guide Bulacan (10), Nueva Ecija (15), Pampanga (15), Tarlac (40)
question to gather data needed in this study. Also, the and Zambales (10). The researcher also requested the
researcher personally inquired from his fellow school heads cooperation of 105 teacher-respondents, 105 school head-
and their immediate superiors some interventions they respondents and 105 district supervisor-respondents to
employed to address related problems. The researcher then contribute necessary information in regard to the school
revealed in this study some of the results of the interventions heads’ financial management. The researcher used
initially undertaken by the school heads to resolve such convenience sampling to determine the number of
challenges. The researcher further made an analysis of the respondents of the study. Convenience sampling is a non-
causes of the problems they encountered in the field and probability sampling technique where subjects are chosen
proposed possible strategic ways and means to address such because of their accessibility and proximity to the researcher.
challenges.
For ethical considerations, some DepEd officials were
In answering the research problem previously mentioned, informed as regards the conduct of this study. The Regional
the researcher used a researcher-made survey questionnaire Director of Region III and the Superintendents of each of the
or checklist (see Appendix H). The indicators employed were Schools Division Offices were given request letters to
based on the following: 1) DepEd Order No. 32, s. 2010- formally notify them about the researcher’s intention of
National Competency Based Standards for School Heads conducting said study (see Appendices B, C and D). The
(NCBSSH); 2) DepEd Order No. 60, s 2016, Implementation district supervisors and school heads in each of the schools
of the Financial Management Operations Manual (FMOM) were also provided with letters requesting them to serve
and Orientation of DepEd Financial Management Staff at the specifically as research respondents (see Appendices E and
Regional, Division and School Levels; and 3) Deped Order F). They were asked to respond whether or not they will be
No. 8, s. 2019 Revised Implementing Guidelines on the willing to participate in the study.
Direct Release, Use, Monitoring and Reporting of
Before the survey questionnaires were finally distributed
Maintenance and other Operating Expenses, Allocation of
to the research respondents, brief orientations were
Schools, Including Other Funds Managed by the Schools.
undertaken to clarify the motives and objectives of this study.
Each indicator or item was translated into a statement
They were assured that the data or information they shared
describing the school heads’ financial management activities.
would be treated with utmost respect and confidentiality. The
The first part is a five-point rating scale which determined respondents were not required to indicate their names and
the school heads’ observation on their financial management also the schools or school districts where they are assigned.
in the four (4) major areas that are listed as follows: Furthermore, the authors whose works were used in this
budgeting with sixteen (16) indicators, accounting with study were appropriately acknowledged and cited.
twelve (12) indicators, procurement with twelve (12)
In this study, the researcher used the quantitative
indicators and asset management with ten (10) indicators.
statistical measures in the computation, analysis, and
The second part provided information on the challenges
interpretation of research data, results and findings. The
encountered by the school heads relative to their financial
following discussions gave us an overview of how the
management. It contained interview guide questions that
specific questions of the study were addressed.
required the respondents to reveal problems which they
experienced most frequently in their financial management. Weighted mean was used in describing the level practice of
financial management of school heads as to budgeting,
The research questionnaire was formally submitted to the
accounting, procurement and asset management. Composite
expert authorities for validation and approval. It was
mean was used to determine the mean description of the
reviewed by the adviser and validated by some DepEd
triangulation responses of teachers, school heads and district
authorities such as Public Schools District Supervisors,
supervisors. Moreover, the validity and reliability school
School Principals, Senior Education Program Specialist and
heads’ responses with regard to their financial management
Division Accountant. After the review and validation of the
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International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 4 Issue 11, November - 2020, Pages: 66-72
were confirmed through the teachers and the district weighted mean. The least often observed indicators then were
supervisors’ responses. The validation process was done by regarded as the financial management activities that need to
getting the financial management mean practice of the school be undertaken more often and their efficiency in practicing
heads and verifying their responses with that of the teachers such should always be taken into consideration by the school
and the district supervisors’ assessments. heads.
5. RESULTS Furthermore, the researcher was able to determine the
problems which the school heads have revealed through their
The results were presented based from sequence and
actual responses in the interview guide questions. Their
order of the questions raised:
responses were consolidated and considered as bases in
Problem 1: How may the financial management of school identifying the concrete difficulties they usually encountered
heads be described? in school. Only the three topmost commonly experienced
problems in each area were selected to represent the
The school heads most often practiced the succeeding challenges they came across in their financial management.
financial management indicators: 1) collaboration with Grade The possible reasons which may have caused the occurrence
Level Chairpersons or School Focal Persons for budgetary
of the difficulties, the actual interventions that were assumed
plans; 2) preparation and submission of PoWs to the Division
to address the identified problems and the partial outcomes of
Engineer for further assessment, verification and approval of
the solution employed were included and discussed
projects; 3) organizing all financial records by keeping them
substantially by the researcher. Moreover, some legal
in safe place; 4) declaring some sources of school funding references which enlightened and directed the researcher to
which include school MOOE allocation and SBFP funds validate some of the findings of this study were also included
through SRCs and AARs; 5) preparation of supporting
in the discussion to support his claims.
documents such as POs, and PRs for the procurement of
items, school supplies and other materials; and 6) managing a
process for the registration, maintenance and replacement of
6. DISCUSSION
school assets and disposition of non-reusable properties.
Anchored on the quotation “Knowing is not enough; we
Problem 2: What are the best practices of school heads in
must apply. Willing is not enough; we must do” this study
their financial management?
implies the truth that to be able for the school heads to
Results of this study revealed the best practices of the efficiently perform their functions as financial managers or
school heads in their financial management. The table below administrators of fiscal resources, they need to have deeper
displays the summary of the best practices of the school knowledge of the programs and activities they implement in
heads which are highlighted by the four major areas of school. However, having an understanding of the facts is not
financial management. These are budgeting, accounting, enough. School heads must also have the skill, commitment
procurement, and asset management. The grand mean of their and diligence to execute certain essential practices
financial management, represented by the four components, specifically in their financial management. This simply
descriptive ratings and their rank can also be gleaned in the means that school heads should not only possess academic
same table. Basically, best practices pertain to the procedures and technical competence but also passion and courage in
that have been shown by research and experience to produce order for them to effectively and excellently implement
optimal results and that is established or proposed as a school programs, projects and activities.
standard suitable for widespread adoption
This study on financial management of school heads
(http//www.Merriam-Webster.com
recognizes the need for school heads to promote consistency
dictionary/best%20practice). Contextually, these financial
and judiciousness in the fulfilment of related practices.
management best practices refer to the activities which were
Further, it is obligatory for the school heads who need
regularly observed by the school heads. These are the
technical and necessary assistance that they be given
indicators that have higher mean than the overall grand mean.
opportunities to attain particular professional development.
Problem 3: What are the problems encountered by the
In this study, findings showed that some school heads are
school heads in their financial management?
not very well-furnished and dedicated to the basic laws and
Findings of this research identified some of the financial policies governing their financial management though it is
management indicators which were least often practiced by expected that all public officials and employees should
the school heads in their financial management. The least perform their mandates with utmost decency and
often practiced indicators were not considered problems or accountability. In addition, the accountability to properly
challenges among school heads believing that they were still manage public resources rests directly to them as school
observed. The indicators were supposed to be some of the fiscal managers. Hence, it is recommended further that school
activities that were not given much attention but were never heads should undergo re-orientation and other relevant
neglected by the school heads. Some of these indicators were development activities to be able to deepen more both their
still practiced at a certain level as described through their
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International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 4 Issue 11, November - 2020, Pages: 66-72
professional and ethical fitness in undertaking their financial needs of the school based on the conducted priority
management activities. improvement analysis/evaluation, and strict conformity to the
mechanisms, procedures and standards set by DepEd; 2)
Moreover, some school heads also encountered problems
ensuring that all school accounts conform to the standards of
corresponding to their task on budgeting, accounting,
DepEd and other funding agencies; 3) appropriate utilization
procurement and asset management. The problems they
of funds for all approved programs, projects and activities, as
encountered have somehow limited them to perform well and
required and authorized by DepEd officials; 4) monitoring of
achieve better results. Thus, it would be very difficult for the
procurement activities and milestones for proper reporting to
school head to implement well and achieve standard
relevant agencies and end-users when required; 5) facilitating
outcomes if they are being hindered by these financial
the generation and mobilization of financial resources in
management challenges. The entire school organization will
accordance with existing laws; 6) managing school resources
experience disappointment if the problems will continue to
in accordance with DepEd policies, accounting and auditing
affect its financial management. This study further implies
rules and other pertinent guidelines; and 7) conducting an
some measures to counter such limitations. In addition to re-
inventory taking of all the assets of the school regularly and
orientation and enhancement programs, consistent monitoring
consistently.
and strategic rewarding system should also be instituted to
further inspire and stimulate school heads to improve the With regards to the problems encountered by the school
conduct of their financial management. heads in their financial management, these are the dominant
challenges as revealed in this study: delayed release of school
Finally, out of the data collected and the results of the
monthly cash advances, insufficient funds, lack of adequate
analysis conducted, a proposed action plan was crafted. This
experience or trainings, numerous bookkeeping tasks,
research output is offered to educational institution
absence of permanently stationed bookkeeper, preparations of
authorities to purposely assist the school heads minimize and
required documents and adherence to complex laws and
address problems pertaining to their financial management.
policies.
This will be submitted to concerned officials for further
review and approval. The recommendations contained within 8. RECOMMENDATIONS
the proposed action plan are anticipated to improve our
School heads should find all means to conduct further
school heads’ financial management. If all public elementary
collaboration with SGCs considering their mandate and the
schools in the country will proficiently, productively and
principle that everyone in the community must be encouraged
prudently utilize their financial resources, all their programs,
to participate or be involved in the budgeting process. The
projects and activities will consequently be accomplished
school heads can accomplish this through establishing
effectively and efficiently. This outcome or indicator would
linkages with external stakeholders. They should make sure
eventually result to high performance among internal
that all stakeholder sectors are represented during any budget
stakeholders (both teachers and learners) and the school-
allocation activities. They should facilitate creative,
community in general.
innovative and strategic ways to generate funds which sustain
school operations and program implementations.
7. CONCLUSIONS Additionally, school heads should familiarize themselves
of the simplified fund management systems by reviewing
The school heads least often practiced the following
different mechanisms, procedures and standards for the
indicators: 1) collaboration with SGCs, identification of the
utilization, monitoring and recording of school funds which
needs of the school based on the conducted priority
are based on existing financial management laws and policies
improvement analysis/evaluation, and strict conformity to the
of DepEd and other concerned government agencies. A re-
mechanisms, procedures and standards set by DepEd; 2)
orientation/training activities should be conducted purposely
ensuring that all school accounts conform to the standards of
to upgrade school heads’ knowledge, skills and capabilities in
DepEd and other funding agencies; 3) appropriate utilization
managing school financial and other resources and to equip
of funds for all approved programs, projects and activities, as
them with relevant principles and standards that will enable
required and authorized by DepEd officials; 4) monitoring of
them perform their functions ethically, judiciously and
procurement activities and milestones for proper reporting to
proficiently.
relevant agencies and end-users when required; 5) facilitating
the generation and mobilization of financial resources in Future researchers are motivated to conduct parallel study
accordance with existing laws; 6) managing school resources to help the school heads improve their financial management
in accordance with DepEd policies, accounting and auditing activities, assess their financial management capabilities and
rules and other pertinent guidelines; and 7) conducting an deepen understanding of all school stakeholders in upgrading
inventory taking of all the assets of the school regularly and the financial management of their own schools.
consistently.
The school heads least often practiced the following
REFERENCES
indicators: 1) collaboration with SGCs, identification of the
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International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 4 Issue 11, November - 2020, Pages: 66-72
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[3] Francisco, C.DC. (2019). School principals’
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