Keywords
Maintenance and other operating expenses
fund best practices
fund best practices
Abstract
The study examined extent of the utilization of maintenance and other operating expenses fund among high school learning institutions. It made use of the descriptive and correlational survey research design with questionnaire as the main data gathering tool. The study respondents included three hundred five individuals comprised of five school principals, twelve administrative staff and two hundred eighty-nine faculty staff/teachers of various ranks. Descriptive and inferential statistics were generated for the statistical analysis of the gathered data. Findings revealed that profile of respondent principals, teachers and administrative staff are in their middle age with female comprising more than three-fourth of the entire respondents, the same proportion of respondents were married. Meanwhile, almost half completed baccalaureate degree with masters’ credit units. There is underutilization of maintenance and other operating expenses funds per dimension. In conclusion, the extent of utilizations of the maintenance and other operating expenses funds per dimension is only sometimes-utilized. It was also concluded that there is a significant relationship between the extent of utilization of the maintenance and other operating expenses funds and the best practices. The efficiency level of the maintenance and other operating expenses fund disbursements per dimension was moderately efficient.
References
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Abocejo, F. T., Pañares, Z. A., Dotillos, L. T., Diones, L.L., & Belciña, S. A. (2012). Microfinance program on cooperatives: Realities, benefits and women’s participation. CNU Journal of Higher Education. Special Issue on Poverty Alleviation. 6(1), 25-39. Retrieved from http://jhe.cnu.edu.ph/index.php/cnujhe/article/view/119
Allen, T. D., Eby, L. T., & Lentz, E. (2006). Mentorship behaviors and mentorship quality associated with formal mentoring programs: Closing the gap between research and practice. Journal of Applied Psychology, 91(3), 567-578. https://doi.oirg/10.1037/0021- 9010.91.3.567
Al-Samarrai, S. (2016). Assessing basic education service delivery in the Philippines: Public education expenditure tracking and quantitative service delivery study (No. AUS6799, pp. 1-191). The World Bank. Retrieved from https://www.worldbank.org/en/country/philippines/publication/assessing-basic-education-service-delivery-in-the-philippines-public-education-expenditure-tracking-and-quantitative-service-delivery-study
Andaya, J. A. G., & Abocejo, F. T. (2019). Implementation of the full disclosure policy (FDP) of Basay municipality, Negros Oriental, Philippines: Status, challenges and sustainability. International Journal of Development and Sustainability (IJDS). 8(7), 404-421. Retrieved from https://isdsnet.com/ijds-v8n7-02.pdf
Anderson, J. A. (2005). Accountability in education. Education Policy Series 1. Stedi Media: UNESCO.
Argon, T. (2015). Teacher and administrator views on school principals’ accountability. Educational Series: Theory and Practice, 15, (4), 925-944. Retrieved from https://files.eric.ed.gov/fulltext/EJ1100900.pdf
Barasa, J. M. N. (2009). Educational organization and management, Nairobi: Jomo Kenyatta Foundation.
Bolanle, A. O. (2013). Principals' Leadership Skills and School Effectiveness: The Case of South Western Nigeria. World Journal of Education, 3(5), 26-33. http://dx.doi.org/10.5430/wje.v3n5p26
Brahim, A. B., Ridic, O., & Jukic, T. (2015). The effect of transactional leadership on employees’ performance-case study of 5 Algerian banking institutions. Economic Review: Journal of Economics and Business, 13(2), 7-20. Retrieved from https://www.econstor.eu/bitstream/10419/193848/1/econ-review-v13-i2-p007-020.pdf
Burli, S., Bagodi, V., & Kotturshettar, B. (2012). TQM dimensions and their interrelationships in ISO certified engineering institutes of India. Benchmarking: An International Journal. 19(2), 177-192. https://doi.org/10.1108/14635771211224527
Chen, C. H. (2011). Transforming online professional development: The design and implementation of the project-based learning management system (PBLMs) for in-service teachers. British Journal of Educational Technology, 42(1), E5-E8. https://doi.org/10.1111/j.1467-8535.2010.01143.x
Cooley, V. E., & Shen, C. (2003). School accountability and professional job responsibilities: A perspective from secondary principals. National Association of Secondary School Principals
Danim, R. (2008). An examination of the relationship between servant leadership behavior of the elementary school principal; school climate and student achievement as measured by the 4th grade mathematics and reading Michigan educational association program. (Doctoral Dissertation, Eastern Michigan University). Retrieved from http://commons.emich.edu/theses/139
Delaney, J. G. (1995). The relationship between school-based management and school improvement. (PhD Dissertation, University of Alberta). Retrieved from https://era.library.ualberta.ca/items/88b6fef3-09a8-4bcf-af7c-fbecd87bb4c3/view/461f6e 16-e2a9-466a-82c0-a803c8297b9c/NN06200.pdf
DepEd Order No. 13. S. 2016-Implementing Guidelines on the Direct Release and Use of Maintenance and Other Operating Expenses (MOOE) Allocations of Schools, Including Other Funds Managed by Schools. Retrieved from www.deped.gov.ph
Devaney, & Patricia, L. (2006). “Bringing Pro-Consumer Ideals to the Client”. ACCION, Monograph, No. 14, ACCION International, May, 2006.
DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership, 70(7), 34-40. Retrieved from http://www.ascd.org/publications/educational-leadership/apr13/vol70/num07/How-Do-Principals-Really-Improve-Schools%C2%A2. aspx
Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30. https://doi.org/10.1177/ 0022487101052001003
Fernandez, R. C. C., & Abocejo, F. T. (2014). Child labor, poverty and school attendance: Evidences from the Philippines by region. CNU Journal of Higher Education. 8(1), 114-127. Retrieved from http://www.jhe.cnu.edu.ph/index.php/cnujhe/article/view/151
Gempes, G.P. (2014). Self-development beliefs and values of the workforce as constructs in the attainment of the firms’ learning organization status. International Proceedings of Economics Development and Research, 70(1), 121-125. Retrieved from http://www.ipedr.com/vol70/023-ICEMI2014_H10015.pdf
Government of the Philippines. (1982). Batas Pambansa Blg. 232 known as the Education Act of 1982. An Act providing for the establishment and maintenance of an integrated system of education. https://leb.gov.ph/wp-content/uploads/2018/01/LEBMEMO-Book-Education-Act-of-1982-Final-Draft.pdf
Grant, M. R., & Thornton, H. R. (2007). Best practices in undergraduate adult-centered online learning: Mechanisms or course design and delivery. Journal of Online Learning and Teaching, 3(4). Retrieved from http://jolt.merlot.org/vol3no4/grant.htm
Griesel, I. (2011). The teaching of financial management principles to school leaders in disadvantaged schools. (PhD Dissertation, Nelson Mandela Metropolitan University). Retrieved from https://core.ac.uk/download/pdf/145052769.pdf
Hall, G., & Hord, S. (2015). Implementing change patterns, principles, and potholes (4th ed.). Upper Saddle River, NJ: Person Education
Hallak, J. & Poisson M. (2007). Ethics and corruption in education. Paris: IEP-UNESCO
Harris H, R. (2011). Behavior management: a guide to good practice: Managing behavioral and psychological symptoms of dementia. Commonwealth: Canberra.
Herman, J. H. (2012). Faculty development programs: The frequency and variety of professional development programs available to online instructors. Journal of Asynchronous Learning Networks, 16(5), 87-106. https://doi.org/10.24059/olj.v16i5.282
Herman, J. J. (1990). School-based management: A checklist of things to consider. NASSP Bulletin, 74 (527), 67-71.
Jolejole-Caube, C., Dumlao, A. B., & Abocejo, F. T. (2019). Anxiety Towards Mathematics and Mathematics Performance of Grade 7 Learners. European Journal of Education Studies. 6(1), 334-360 http://dx.doi.org/10.5281/zenodo.2694050
Joyce, B., & Showers, B. (2003). Student achievement through staff development. National College for School Leadership. www.nationalcollege.org.uk King, E., & Ozler, B. (2000). What’s decentralization got to do with learning? Endogenous school quality and student performance in Nicaragua. Development Research Group, World Bank, Washington, DC. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi= 10.1.1.17.6332&rep=rep1&type=pdf
Kinyajui, K. (2007). The transformation of higher education in Kenya: Challenges and opportunities. Paper presented at the Mijadala on Social Policy, Governance and Development in Kenya sponsored by Development Policy Management Forum at Nairobi Safari Club.
Lane, L. M. (2013). An open, online class to prepare faculty to teach online. Journal of Educators Online, 10(1), 1-32. https://doi.org/10.9743/jeo.2013.1.1 Lynch, A. D., Lerner, R. M., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of youth and adolescence, 42(1), 6-19. https://doi.org/10.1007/s10964-012-9833-0
Mbatsane, P. N. (2006). The financial accountability of school governing bodies. Pretoria: University of Pretoria.
McCombs, B. (2012). Developing responsible and autonomous learners: A key to motivating students. Retrieved from http://www.apa.org/education/k12/learners.aspx?item=7
Mestry, R. (2006). The functions of schools governing bodies in managing school finances. South African Journal of Education, 26 (1), 27–38. Retrieved from http://sajournalofeducation.co.za/index.php/saje/article/viewFile/67/63
Ochada, N. R. C., & Gempes, G. P. (2018). The realities of maintenance and other operating expenses (MOOE) allocation in basic education system: Unheard voices of public school teachers. International Journal of Scientific & Technology Research, 7(4), 315-324. Retrievewd from https://www.ijstr.org/final-print/apr2018/The-Realities-Of-Maintenance -And-Other-Operating-Expenses-mooe-Allocation-In-Basic-Education-System-Unheard-Voices-Of-Public-School-Teachers.pdf
Ogrodzinska, T. (2001). The impact of corruption in education in Poland. Retrieved from https://inee.org/sites/default/files/Preventing_Corruption_In_The_Education_System.pdf
Ostashewski, N. M., Reid, D., & Moisey, S. (2011). Applying constructionist principles to online teacher professional development. The International Review of Research in Open and Distributed Learning, 12(6), 143-156. Retrieved from https://pdfs.semanticscholar.org/ 4549/c7963efcc298b1d28ea264714a4261721d42.pdf
Pañares, J. L. A., & Abocejo, F. T. (2019). Evaluation of “Naga Akong Garbo” (NAGa) program: Status, challenges and successes. European Journal of Social Sciences Studies. 4(2), 172-189 http://dx.doi.org/10.5281/zenodo.3269629
Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement. Teaching and Teacher Education, 25(1), 68-75.
Rowan B., Camburn E., & Barnes, C. (2004). Benefiting from comprehensive school reform: A review of research on CSR implementation in C. Cross (Ed.), Putting the pieces together: lessons from comprehensive school reform research (pp. 1-52). Washington, DC: National Clearinghouse for Comprehensive School Reform.
Rodriguez, K. F. R., & Abocejo, F. T. (2018). Competence vis-à-vis performance of special education pre-service teachers. European Academic Research. 6(7), 3474-3498. Retrieved from http://www.euacademic.org/UploadArticle/3707.pdf
Rubin, I. S. (1990). Budget Theory and Budget Practice: Mow Good the Fit. Public Administration Review, 50(2), 179-189. Retrieved from https://www.semanticscholar.org/paper/Budget-Theory-and-Budget-Practice%3A-How-Good-the-Rubin/1ded655280c9abb966b32cbf2e 115cd3523c484e?p2df
Runco, M. A. (2013). Creativity. theories and themes: Research, development and practice. Amsterdam: Elsevier.
Sakthivel, P. B., Rajendran, G., & Raju, R. (2005). TQM implementation and students’ satisfaction of academic performance. The TQM Magazine, 17(6), 573-589. http://dx.doi.org/10.1108/09544780510627660
Trazo, S. P., & Abocejo, F. T. (2019). International Phonetic Alphabet (IPA) Front Vowel Sound Recognition of Beginner Foreign Learners. European Journal of Education Studies, 5(12), 183-196 http://dx.doi.org/10.5281/zenodo.2606194
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in America’s schools. Portsmouth, NH: Heinemann.
Abocejo, F. T., Pañares, Z. A., Dotillos, L. T., Diones, L.L., & Belciña, S. A. (2012). Microfinance program on cooperatives: Realities, benefits and women’s participation. CNU Journal of Higher Education. Special Issue on Poverty Alleviation. 6(1), 25-39. Retrieved from http://jhe.cnu.edu.ph/index.php/cnujhe/article/view/119
Allen, T. D., Eby, L. T., & Lentz, E. (2006). Mentorship behaviors and mentorship quality associated with formal mentoring programs: Closing the gap between research and practice. Journal of Applied Psychology, 91(3), 567-578. https://doi.oirg/10.1037/0021- 9010.91.3.567
Al-Samarrai, S. (2016). Assessing basic education service delivery in the Philippines: Public education expenditure tracking and quantitative service delivery study (No. AUS6799, pp. 1-191). The World Bank. Retrieved from https://www.worldbank.org/en/country/philippines/publication/assessing-basic-education-service-delivery-in-the-philippines-public-education-expenditure-tracking-and-quantitative-service-delivery-study
Andaya, J. A. G., & Abocejo, F. T. (2019). Implementation of the full disclosure policy (FDP) of Basay municipality, Negros Oriental, Philippines: Status, challenges and sustainability. International Journal of Development and Sustainability (IJDS). 8(7), 404-421. Retrieved from https://isdsnet.com/ijds-v8n7-02.pdf
Anderson, J. A. (2005). Accountability in education. Education Policy Series 1. Stedi Media: UNESCO.
Argon, T. (2015). Teacher and administrator views on school principals’ accountability. Educational Series: Theory and Practice, 15, (4), 925-944. Retrieved from https://files.eric.ed.gov/fulltext/EJ1100900.pdf
Barasa, J. M. N. (2009). Educational organization and management, Nairobi: Jomo Kenyatta Foundation.
Bolanle, A. O. (2013). Principals' Leadership Skills and School Effectiveness: The Case of South Western Nigeria. World Journal of Education, 3(5), 26-33. http://dx.doi.org/10.5430/wje.v3n5p26
Brahim, A. B., Ridic, O., & Jukic, T. (2015). The effect of transactional leadership on employees’ performance-case study of 5 Algerian banking institutions. Economic Review: Journal of Economics and Business, 13(2), 7-20. Retrieved from https://www.econstor.eu/bitstream/10419/193848/1/econ-review-v13-i2-p007-020.pdf
Burli, S., Bagodi, V., & Kotturshettar, B. (2012). TQM dimensions and their interrelationships in ISO certified engineering institutes of India. Benchmarking: An International Journal. 19(2), 177-192. https://doi.org/10.1108/14635771211224527
Chen, C. H. (2011). Transforming online professional development: The design and implementation of the project-based learning management system (PBLMs) for in-service teachers. British Journal of Educational Technology, 42(1), E5-E8. https://doi.org/10.1111/j.1467-8535.2010.01143.x
Cooley, V. E., & Shen, C. (2003). School accountability and professional job responsibilities: A perspective from secondary principals. National Association of Secondary School Principals
Danim, R. (2008). An examination of the relationship between servant leadership behavior of the elementary school principal; school climate and student achievement as measured by the 4th grade mathematics and reading Michigan educational association program. (Doctoral Dissertation, Eastern Michigan University). Retrieved from http://commons.emich.edu/theses/139
Delaney, J. G. (1995). The relationship between school-based management and school improvement. (PhD Dissertation, University of Alberta). Retrieved from https://era.library.ualberta.ca/items/88b6fef3-09a8-4bcf-af7c-fbecd87bb4c3/view/461f6e 16-e2a9-466a-82c0-a803c8297b9c/NN06200.pdf
DepEd Order No. 13. S. 2016-Implementing Guidelines on the Direct Release and Use of Maintenance and Other Operating Expenses (MOOE) Allocations of Schools, Including Other Funds Managed by Schools. Retrieved from www.deped.gov.ph
Devaney, & Patricia, L. (2006). “Bringing Pro-Consumer Ideals to the Client”. ACCION, Monograph, No. 14, ACCION International, May, 2006.
DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership, 70(7), 34-40. Retrieved from http://www.ascd.org/publications/educational-leadership/apr13/vol70/num07/How-Do-Principals-Really-Improve-Schools%C2%A2. aspx
Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30. https://doi.org/10.1177/ 0022487101052001003
Fernandez, R. C. C., & Abocejo, F. T. (2014). Child labor, poverty and school attendance: Evidences from the Philippines by region. CNU Journal of Higher Education. 8(1), 114-127. Retrieved from http://www.jhe.cnu.edu.ph/index.php/cnujhe/article/view/151
Gempes, G.P. (2014). Self-development beliefs and values of the workforce as constructs in the attainment of the firms’ learning organization status. International Proceedings of Economics Development and Research, 70(1), 121-125. Retrieved from http://www.ipedr.com/vol70/023-ICEMI2014_H10015.pdf
Government of the Philippines. (1982). Batas Pambansa Blg. 232 known as the Education Act of 1982. An Act providing for the establishment and maintenance of an integrated system of education. https://leb.gov.ph/wp-content/uploads/2018/01/LEBMEMO-Book-Education-Act-of-1982-Final-Draft.pdf
Grant, M. R., & Thornton, H. R. (2007). Best practices in undergraduate adult-centered online learning: Mechanisms or course design and delivery. Journal of Online Learning and Teaching, 3(4). Retrieved from http://jolt.merlot.org/vol3no4/grant.htm
Griesel, I. (2011). The teaching of financial management principles to school leaders in disadvantaged schools. (PhD Dissertation, Nelson Mandela Metropolitan University). Retrieved from https://core.ac.uk/download/pdf/145052769.pdf
Hall, G., & Hord, S. (2015). Implementing change patterns, principles, and potholes (4th ed.). Upper Saddle River, NJ: Person Education
Hallak, J. & Poisson M. (2007). Ethics and corruption in education. Paris: IEP-UNESCO
Harris H, R. (2011). Behavior management: a guide to good practice: Managing behavioral and psychological symptoms of dementia. Commonwealth: Canberra.
Herman, J. H. (2012). Faculty development programs: The frequency and variety of professional development programs available to online instructors. Journal of Asynchronous Learning Networks, 16(5), 87-106. https://doi.org/10.24059/olj.v16i5.282
Herman, J. J. (1990). School-based management: A checklist of things to consider. NASSP Bulletin, 74 (527), 67-71.
Jolejole-Caube, C., Dumlao, A. B., & Abocejo, F. T. (2019). Anxiety Towards Mathematics and Mathematics Performance of Grade 7 Learners. European Journal of Education Studies. 6(1), 334-360 http://dx.doi.org/10.5281/zenodo.2694050
Joyce, B., & Showers, B. (2003). Student achievement through staff development. National College for School Leadership. www.nationalcollege.org.uk King, E., & Ozler, B. (2000). What’s decentralization got to do with learning? Endogenous school quality and student performance in Nicaragua. Development Research Group, World Bank, Washington, DC. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi= 10.1.1.17.6332&rep=rep1&type=pdf
Kinyajui, K. (2007). The transformation of higher education in Kenya: Challenges and opportunities. Paper presented at the Mijadala on Social Policy, Governance and Development in Kenya sponsored by Development Policy Management Forum at Nairobi Safari Club.
Lane, L. M. (2013). An open, online class to prepare faculty to teach online. Journal of Educators Online, 10(1), 1-32. https://doi.org/10.9743/jeo.2013.1.1 Lynch, A. D., Lerner, R. M., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of youth and adolescence, 42(1), 6-19. https://doi.org/10.1007/s10964-012-9833-0
Mbatsane, P. N. (2006). The financial accountability of school governing bodies. Pretoria: University of Pretoria.
McCombs, B. (2012). Developing responsible and autonomous learners: A key to motivating students. Retrieved from http://www.apa.org/education/k12/learners.aspx?item=7
Mestry, R. (2006). The functions of schools governing bodies in managing school finances. South African Journal of Education, 26 (1), 27–38. Retrieved from http://sajournalofeducation.co.za/index.php/saje/article/viewFile/67/63
Ochada, N. R. C., & Gempes, G. P. (2018). The realities of maintenance and other operating expenses (MOOE) allocation in basic education system: Unheard voices of public school teachers. International Journal of Scientific & Technology Research, 7(4), 315-324. Retrievewd from https://www.ijstr.org/final-print/apr2018/The-Realities-Of-Maintenance -And-Other-Operating-Expenses-mooe-Allocation-In-Basic-Education-System-Unheard-Voices-Of-Public-School-Teachers.pdf
Ogrodzinska, T. (2001). The impact of corruption in education in Poland. Retrieved from https://inee.org/sites/default/files/Preventing_Corruption_In_The_Education_System.pdf
Ostashewski, N. M., Reid, D., & Moisey, S. (2011). Applying constructionist principles to online teacher professional development. The International Review of Research in Open and Distributed Learning, 12(6), 143-156. Retrieved from https://pdfs.semanticscholar.org/ 4549/c7963efcc298b1d28ea264714a4261721d42.pdf
Pañares, J. L. A., & Abocejo, F. T. (2019). Evaluation of “Naga Akong Garbo” (NAGa) program: Status, challenges and successes. European Journal of Social Sciences Studies. 4(2), 172-189 http://dx.doi.org/10.5281/zenodo.3269629
Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement. Teaching and Teacher Education, 25(1), 68-75.
Rowan B., Camburn E., & Barnes, C. (2004). Benefiting from comprehensive school reform: A review of research on CSR implementation in C. Cross (Ed.), Putting the pieces together: lessons from comprehensive school reform research (pp. 1-52). Washington, DC: National Clearinghouse for Comprehensive School Reform.
Rodriguez, K. F. R., & Abocejo, F. T. (2018). Competence vis-à-vis performance of special education pre-service teachers. European Academic Research. 6(7), 3474-3498. Retrieved from http://www.euacademic.org/UploadArticle/3707.pdf
Rubin, I. S. (1990). Budget Theory and Budget Practice: Mow Good the Fit. Public Administration Review, 50(2), 179-189. Retrieved from https://www.semanticscholar.org/paper/Budget-Theory-and-Budget-Practice%3A-How-Good-the-Rubin/1ded655280c9abb966b32cbf2e 115cd3523c484e?p2df
Runco, M. A. (2013). Creativity. theories and themes: Research, development and practice. Amsterdam: Elsevier.
Sakthivel, P. B., Rajendran, G., & Raju, R. (2005). TQM implementation and students’ satisfaction of academic performance. The TQM Magazine, 17(6), 573-589. http://dx.doi.org/10.1108/09544780510627660
Trazo, S. P., & Abocejo, F. T. (2019). International Phonetic Alphabet (IPA) Front Vowel Sound Recognition of Beginner Foreign Learners. European Journal of Education Studies, 5(12), 183-196 http://dx.doi.org/10.5281/zenodo.2606194
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in America’s schools. Portsmouth, NH: Heinemann.