Abstract
Resource management is a critical component of school leadership. Along this line, this study aimed to determine the extent of school heads’ learning resource management in two public schools in a district of a large‑sized division in the Negros Island Region for the School Year 2025–2026. A descriptive research design was employed, using a researcher‑made questionnaire which yielded a Cronbach’s alpha coefficient of 0.985 which indicated excellent internal consistency. This posited that the items are highly reliable and consistently measure the intended construct. This was administered to 69 teachers. Findings revealed that school heads demonstrated a great to very great extent of learning resource management across resource planning and allocation, monitoring and evaluation, and stakeholder engagement. Although slight variations were observed across age, length of service, and sex groups, no significant differences were found. These results indicate that learning resource management practices are consistent and well‑institutionalized, providing a strong foundation for developing a targeted enhancement plan. Improve your silent recommendation.
Keywords: Learning resource management, resource allocation, school leadership