The school heads are able to manage the resources they have available in order to achieve their objectives, as well as those of their institutions. They have been able to efficiently manage their resources for the improvement of their students learning. In addition, it also shows that there is a need for further improvement in terms of funding for more instructional materials and equipment, as well as providing additional training for teachers to be more effective in delivering quality education. School heads have the ability to maintain organized classrooms conducive for learning, provide engaging instruction through effective use of strategies such as scaffolding and inquiry-based teaching construct coherent assessments and utilize data effectively for instructional improvement. The results emphasize the importance of providing ongoing professional development opportunities for mathematics teachers so they can continue honing their knowledge and skills in order to meet students needs. School heads effective resource management is linked to an increase in mathematics teachers efficacy. This suggests that when educational leaders are able to properly allocate resources and manage staff, it can positively impact the confidence and performance of their math educators. Furthermore, it indicates that stronger teacher-leader relationships improve overall student achievement while providing necessary support for teachers with respect to instructional strategies and guidance. Thus, ensuring collaboration between administrators and educators regarding the resources available better prepares mathematics instructors to effectively provide instruction which eventually leads them to have higher levels of perceived self-efficacy. It is recommended that school heads should ensure that their resources are distributed strategically for maximum efficiency and effectiveness, paying attention to factors such as the curricula of different departments, teacher workloads, student enrollment trends, strengths and weaknesses in individual teachers skill sets, etc. They should also look into evidence-based best practices for resource management from other schools or organizations in order to identify potential areas for improvement.