The main concern of this investigation was to draw the possible association between the fiscal management competence and school improvement status in public schools. The public schools involved were those covered by Calauan Sub-Office in the Division of Laguna. Respondents were teachers who were conveniently sampled. The study run from September 2022 to March 2023. Data were gathered via online survey method. Results showed that school heads were competent in decision making (3.63), accountability (3.63), formulation (3.69), expenditure (3.66), monitoring (3.61), results analysis (3.62) and performance control (3.54) with formulation as the aspect they were most competent and performance control being the least as supported by their overall means. Moreover, the financial performance of schools were highly satisfactory in terms of payment of suppliers (3.63), school projects completion (3.66), and outsourcing from stakeholders (3.67) as supported by the computed overall means. They also have highly satisfactory school improvement in terms of Support to Instructional quality (3.56), stakeholders participation (3.76), and facility maintenance (3.67) as supported by the computed overall means. Fiscal management competence of school heads was further found significantly correlated with their schools financial performance. Schools with school heads who are competent in fiscal management have better financial performance. Additionally, when schools have good fiscal management, they can also have good school improvement. The positive relationship between the two helps in identifying one factor that might contribute in making school improvement a success – fiscal management competence. Based on the results, the hypothesis that there is no significant association between the fiscal management competence and financial performance of public schools was not sustained. Similarly, the hypothesis that there is no significant association between the fiscal management competence and the improvements of public schools was not sustained. Researcher encouraged school heads to continue improving their fiscal management competence. She further encouraged stakeholders to assist school heads by ensuring the proper fiscal management of the schools through the school governance councils and involvement in various school activities. The SGOD Chief was likewise suggested to allocate resources for professional development opportunities related to fiscal management and school improvement while the TA Leads and District Supervisors may help in setting measurable goals and indicators of success related to fiscal management and school improvement. Finally, future researchers may explore innovative approaches to fiscal management that could help increase the level of performance and improvement of schools.

school governance council

school improvement plan

Fiscal Management