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The purpose of this phenomenological inquiry was to focus on lived experiences, coping mechanisms, and insights experienced by the school heads regarding their financial management transition to face-to-face classes. This study was conducted in elementary public schools of the Schools Division of the City of Mati, involving ten school heads who participated in the in-depth interviews. The data were analyzed through thematic analysis. The results revealed that school heads faced difficulties in their financial management during the transition from distance learning to face-to-face classes. Furthermore, the participants expressed that the challenges they encountered included issues in managing school finances, instructional difficulties in the transition of teaching modality, increase in expenditures, budget allocation, and inadequate funding. To address the challenges, school heads obtained administrative support from heads and experts, conducted effective financial management planning, and solicited assistance from stakeholders. Moreover, insights gained included assessment and evaluation of school problems and needs, management of financial resources based on needs, and possession of positive traits in handling the difficulties. The results of this study can bring awareness to all school heads and stakeholders of the academe, who in turn can help in designing appropriate interventions and policies associated with Financial Management in schools. KEYWORDS: Education, Financial Management, budget allocation, COVID-19, face-to-face classes, phenomenological inquiry, thematic analysis, City of Mati, Philippines
Hontanosas et al. (Sun,) studied this question.