Lived Experiences of School Heads in Financial Resource Management

This study explored the lived experiences of public school principals in financial resource management in the Panabo City Division. It examined their experiences in managing school funds, coping mechanisms in addressing financial challenges, and educational management insights drawn from their practices. A qualitative phenomenological research design was used to capture the realities of principals in budgeting, allocation, utilization, monitoring, documentation, and accountability. The informants were 10 public school principals, male and female, actively handling elementary or secondary schools and had served as principals for five or more years. Data were gathered through in-depth interviews (IDI) with five elementary school principals - coded IDI-I1 to IDI-I5 - and a focus group discussion (FGD) with five secondary school principals - coded FGD-P1 to FGD-P5. Thematic analysis was used to identify patterns and emerging themes from the participants' narratives. Findings revealed that principals' lived experiences were shaped by resource insufficiency and budgeting constraints, delays and procedural limitations in fund utilization, balancing diverse stakeholder needs, transparency, accountability, careful decision-making, and leadership growth. Principals reported challenges such as limited funds, delayed releases, urgent school needs, competing requests, and strict documentation requirements. To cope, they practiced strategic prioritization, flexible financial planning, stakeholder collaboration, consultative decision-making, and careful monitoring of resources. The study further emphasized the need to strengthen transparent financial planning, participatory leadership, accountability through documentation and monitoring, learner-centered financial decisions, and systematic resource management. It is suggested that schools and education authorities provide financial management training, strengthen stakeholder participation, enhance monitoring systems, and promote transparent, accountable, and learner-centered use of school funds.