INFLUENCE OF SCHOOL HEADS FINANCIAL MANAGEMENT SKILLS AND LEADERSHIP BEHAVIOR ON TEACHERS WORK PRODUCTIVITY

Education Administration

This study was conducted to find out the influence of the school heads’ financial management skills and leadership behavior on teachers’ work productivity of selected public elementary and secondary schools in Mawab, Davao de Oro. Specifically, it examined school heads’ financial management skills in terms of budgeting, fund allocation, financial monitoring, and transparency; leadership behavior in terms of task and relationship behavior; teachers’ work productivity in terms of instructional productivity, non-instructional productivity, and professional engagement and motivation. The study used a quantitative descriptive correlational research design. The respondents of the study are distributed to 279 selected public school teachers using universal sampling. A researcher made questionnaire that are used as the primary instrument for data gathering while the leadership behavior scale is adapted to other questionnaire was used to gather data from the selected respondents. Mean, Pearson r, and regression analysis were used for statistical tools among this study. The findings showed that school heads possess, by professional standards, highly evident financial management skills and leadership behavior, while teachers also possess by professional standards, highly evident work productivity. The study further revealed that there is a relationship between the financial management skills of school heads and the work productivity of teachers and found relationship between leadership behavior and teachers’ work productivity. Furthermore, fund allocation and financial monitoring predicted teachers’ work productivity. The study concluded that good financial management and positive leadership help create the right conditions for teachers’ work productivity and hence school effectiveness. It is recommended that school heads strengthen their financial management practices as well as those supportive leadership behaviors to continue the teachers’ productivity and performance of professional functions.

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