Financial Risk Capability and Equitable Resource Allocation of School Heads as Predictors of Organizational Achievement


Authors : Irene A. Arbilon; Remigilda Gallardo

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/bdfm64xw

DOI : https://doi.org/10.38124/ijisrt/25jun790

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Abstract : This study aimed to evaluate the effects of financial risk capability and equitable resource allocation of school heads on the organizational achievement of public schools in Norala District, South Cotabato. Employing a non- experimental quantitative research design with a descriptive-correlation approach, the study involved 197 teachers selected through simple random sampling. Data were collected using modified and enhanced survey questionnaires, which were pilot-tested to ensure reliability and internal consistency. The findings indicate that the financial risk capability of school heads is generally rated as moderately extensive, with crisis management response being the most evident and budgeting accuracy as the least. Similarly, equitable resource allocation is rated as moderately extensive, with perception of resource distribution fairness being the most evident, while support for special programs shows the lowest mean. The organizational achievement of public schools is also rated as moderately extensive, with teacher engagement in professional development being the most evident, and teacher satisfaction and morale as the lowest. Regression analysis reveals that both financial risk capability and equitable resource allocation significantly influence organizational achievement, with financial risk capability demonstrating a slightly stronger impact. The results also reveal a significant positive relationship between equitable resource allocation of school heads and organizational achievement of public schools, highlighting that fair and transparent resource management enhances school performance. With this, Schools should provide targeted training on budget planning, forecasting, and expenditure tracking to enhance school heads' financial management skills. Schools should continue to strengthen both financial risk capability and equitable resource allocation of school heads, as these variables significantly influence organizational achievement and establish a system of feedback and evaluation to monitor the effectiveness of financial management and resource allocation practices.

Keywords : Financial Risk Capability, Equitable Resource Allocation, Organizational Achievement, Resource Management, Educational Leadership.

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This study aimed to evaluate the effects of financial risk capability and equitable resource allocation of school heads on the organizational achievement of public schools in Norala District, South Cotabato. Employing a non- experimental quantitative research design with a descriptive-correlation approach, the study involved 197 teachers selected through simple random sampling. Data were collected using modified and enhanced survey questionnaires, which were pilot-tested to ensure reliability and internal consistency. The findings indicate that the financial risk capability of school heads is generally rated as moderately extensive, with crisis management response being the most evident and budgeting accuracy as the least. Similarly, equitable resource allocation is rated as moderately extensive, with perception of resource distribution fairness being the most evident, while support for special programs shows the lowest mean. The organizational achievement of public schools is also rated as moderately extensive, with teacher engagement in professional development being the most evident, and teacher satisfaction and morale as the lowest. Regression analysis reveals that both financial risk capability and equitable resource allocation significantly influence organizational achievement, with financial risk capability demonstrating a slightly stronger impact. The results also reveal a significant positive relationship between equitable resource allocation of school heads and organizational achievement of public schools, highlighting that fair and transparent resource management enhances school performance. With this, Schools should provide targeted training on budget planning, forecasting, and expenditure tracking to enhance school heads' financial management skills. Schools should continue to strengthen both financial risk capability and equitable resource allocation of school heads, as these variables significantly influence organizational achievement and establish a system of feedback and evaluation to monitor the effectiveness of financial management and resource allocation practices.

Keywords : Financial Risk Capability, Equitable Resource Allocation, Organizational Achievement, Resource Management, Educational Leadership.

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