Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 9 (2025)

Resource Management Strategies and Technological Competencies of College Administrators in Rizal Province: Basis for Framework Development

Rommel Dasalla | Jay Baylon

Discipline: human resource management

 

Abstract:

The study aimed to assess the resource management strategies and technological competencies of college administrators in Rizal Province as a basis for framework development. The study utilized a descriptive correlational research design. The study used thirty (30) college administrator-respondents and two hundred (200) instructor respondents using purposive sampling techniques. A total of two hundred thirty (230) respondents. Further, the consolidated results from quantitative studies served as a guide in the development of a framework for college administrators to enhance their resource management strategies and technological competencies. The findings revealed that college administrators are highly visible in resource management strategies that include financial resource optimization, diversity and sustainability of funding sources, use of technology and innovation, physical and material resource utilization, stakeholder engagement, and resource partnerships. Instructors and administrators also hold widely divergent perspectives on the evaluation of resource management strategies implemented by college administrators. Moreso, college administrators are highly competent in using administrative software and digital tools, leveraging technology for decision-making, understanding cybersecurity and data privacy protocols, supporting digital transformation initiatives, and training faculty in technology. Further, administrators rate administrative software and digital tools differently than instructors, as well as the ability to use technology for decision-making, knowledge of cybersecurity and data privacy protocols, the ability to support digital transformation initiatives, and the capacity to train faculty in technology. Moreover, college administrators' resource management strategies are significantly correlated with their technological competencies. As an outcome of the findings and the conclusions, the following recommendations were enumerated: College administrators may Regularly organize workshops and training programs focused on advanced resource management techniques and emerging digital tools to keep administrators and faculty updated on best practices; College administrators may Encourage the use of data analytics and digital reporting systems to optimize resource allocation, monitor usage, and evaluate the effectiveness of resource management strategies; Instructors may regularly engage with administrators to understand resource allocation priorities and stay informed about upcoming technological initiatives, ensuring the instructional needs are considered; and Instructors may take advantage of professional development opportunities offered by the college to enhance their digital competencies aligning the skills with those of the administrators to foster collaboration.



References:

  1. Akinfolarin, C. A., Babalola, C. A., & Aladetan, F. I. (2020). Academic supervision as a correlate of students’ academic performance in secondary schools in Ekiti State, Nigeria. International Journal of Educational Policy Research and Review, 4(1), 8–13.
  2. Akins, C. B. (2019). The relationship between instructional leadership practices and leadership self-efficacy of school leaders (Electronic Thesis and Dissertation).
  3. Akhmad, I. (2022). The effects of learning strategies on senior high school students’ motivation and learning outcomes of overhead passing in volleyball. International Journal of Education in Mathematics, Science and Technology, 10(2), 458–476.
  4. Alemayehu, G. O. (2018). The current practices and problems of subject-area instructional supervision in secondary schools of Addis Ababa City Administration (Unpublished M.Ed. Thesis). Addis Ababa University.
  5. Al-Hosani, H. A. (2020). Principals’ instructional leadership practices and their relationship to teachers’ instructional practices in Sharjah schools (Master’s Thesis). United Arab Emirates University.
  6. Allida, V., et al. (2022). Best practices in instructional supervision: A study of Adventist secondary schools in Ranen Conference. University of Eastern Africa, Baraton, Eldoret, Kenya.
  7. Aquino, G. V. (2010). Principles and methods of teaching. National Bookstore.
  8. Arjoun, A. (2024). Innovation practices and organizational learning. International Journal of Business and Management Review, 12(1), 52–80.
  9. Arkins, C. (2020). Instructional leadership practices and school leaders’ self-efficacy. School Leadership Review, 15(1), 13.
  10. Bai, H. (2023). Pedagogical practices of mobile learning in K-12 and higher education settings. Springer Link, 63, 611–620.
  11. Barendsen, E., et al. (2023). Relating teacher PCK and teacher practice using classroom observation. Research in Science Education, 49, 1141–1175.
  12. Boruah, N. P. (2024). Innovative practices in teaching learning process and its challenges. ResearchGate.
  13. Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1).
  14. Cruz, J. (2023). Decision-making in higher education. International Journal of Educational Technology & Management, 12(1), 45–60.
  15. Cruz, J. (2022). Technology-driven resource management in Philippine higher education. Journal of Educational Technology & Management, 11(2), 123–138.
  16. Cruz, J. (2022). Technological leadership and resource optimization in higher education. International Journal of Educational Policy & Management, 14(3), 200–215.
  17. Cruz, J., & Lopez, R. (2022). Sustainable funding models for Philippine universities and colleges. Philippine Journal of Higher Education Economics, 8(2), 105–122.
  18. Cruz, J., & Villanueva, R. (2022). Financial management strategies in higher education. International Journal of Educational Planning & Management, 70(3), 180–196.
  19. Cruz, J., & Villanueva, R. (2022). Leadership in resource utilization and digital innovation. International Journal of Educational Management, 36(4), 234–250.
  20. Dewi, D. V. (2021). Instructional leadership practices in school: A literature review. International Journal of Current Science Research and Review, 4(10).
  21. Feyisa, L. B. (2023). Instructional leadership practices and challenges: The case of primary school principals in Liban Jawi Woreda of West Shoa Zone. Education Research International, 2023(1).
  22. Hora, M. T., et al. (2022). A review of classroom observation techniques in postsecondary settings. Working Paper. Wisconsin Center for Education Research, University of Wisconsin-Madison.
  23. Iloh, C. A., Nwaham, C. O., Igbinedion, J. O. N., & Ogogor, T. N. (2020). Fundamentals of educational administration and supervision. Agbor: Progress P.E. Printing Associates.
  24. Koedel, C., et al. (2022). Teacher performance ratings and professional improvement. Journal of Research on Educational Effectiveness, 12(1), 90–115.
  25. Kola, A. J., et al. (2020). A review of teachers’ qualifications and its implication on students’ academic achievement in Nigerian schools. College of Education (Technical) Lafiagi, Kara State, Nigeria.
  26. Lakkala, M., Ilomäki, L., & Kantosalo, A. (2020). Which pedagogical practices and methods best support learning digital competences? University of Helsinki, Finland. Retrieved October 20, 2020, from http://www.linked.eun.org
  27. Lane, A., & Gregson, J. (2023). Fostering innovations in pedagogical practices: Transforming distance education through a professional development programme using OERs. In Pan Commonwealth Forum 9 (PCF9), 9–12 Sep 2023, Edinburgh, Scotland.
  28. Laupheimer, C. C. (2019). Empowered learning systems in student success (Master of Science in Education | Master’s Thesis).
  29. Leskinen, J. (2023). Learning to innovate: Students and teachers constructing collective innovation practices in a primary school’s makerspace. Sec. STEM Education, 7.
  30. Lopez, K. (2022). Knowledge of cybersecurity and data privacy in higher education. Philippine Journal of Technology & Data Security, 11(1), 45–60.
  31. Lopez, S. (2022). Competencies for digital tool adoption in higher education leadership. International Journal of Educational Technology, 21(4), 212–228.
  32. Lopez, R., & Cruz, J. (2022). Digital skills and resource efficiency: A study of college administrators. International Journal of Educational Technology, 71, 120–135.
  33. Lopez, R., & Salazar, M. (2022). Resource and technology competencies of college leaders. Philippine Journal of Higher Education Leadership, 10(1), 45–62.
  34. Lopez, R., & Salazar, (2022). Resource optimization and institutional performance in Philippine colleges. Journal of Higher Education Management.
  35. Martin, J. (2019). Building relationships and increasing engagement in the virtual classroom: Practical tools for the online instructor. Grand Canyon University
  36. Naguit, J. Z. (2024). Instructional leadership practices of school heads and performance of teachers in instructional supervision. International Journal of Advanced Multidisciplinary Studies, 4(7).
  37. Ng, J. A. (2022). A look back: Assessment of the learning outcomes of the community-based research experiences of the senior high school students of a higher education institution in Batangas. International Journal of Learning, Teaching and Educational Research, 21(3), 342–358.
  38. Ngonyani, D. B. (2023). Implication of credit supervision practices on portfolio at risk of microfinance institutions in Tanzania. Journal of Economics and Financial Analysis, 3, 27–45.
  39. Nonye, A. J. (2022). Effective and appropriate pedagogy. Learning Portal on Planning Education for Improved Learning Outcomes.
  40. Nyakundi, G. M. Influence of competence on performance of teachers in public secondary schools in Kisii County–Kenya. Mount Kenya University, Kenya.
  41. Nzabonimpa, J. B. (2020). Influence of head teachers’ general and instructional supervisory practices on teachers’ work performance in secondary schools in Entebbe Municipality, Wkiso District, Uganda. Nkumba University, Uganda.
  42. Reyes, A. (2022). Data security practices in Philippine higher education. International Journal of Educational Security, 11(1), 80–95.
  43. Reyes, F. (2022). Enhancing administrative efficiency through technology. Philippine Journal of Higher Education Leadership, 11(2), 105–122.
  44. Reyes, R., & Cruz, B. (2022). Building resource partnerships in Philippine higher education. Journal of Educational Collaboration & Leadership, 12(1), 80–96.
  45. Reyes, F., & Santos, D. (2022). Building partnerships for resource sustainability. Journal of Higher Education Collaboration, 11(3), 200–215.
  46. Reyes, F., & Santos, L. (2022). Overcoming funding challenges in state universities and colleges. International Journal of Educational Finance, 15(3), 150–165.
  47. Salazar, M. (2022). Data-driven leadership: Competencies of college leaders. Journal of Higher Education Administration, 10(3), 127–144.
  48. Salazar, (2022). Sustainable resource and funding strategies of Philippine colleges. Journal of Higher Education Management & Development, 11(4), 210–228.
  49. Salazar, G. (2023). Material resource optimization in Philippine colleges. International Journal of Educational Infrastructure, 10(1), 52–69.
  50. Salazar, L. (2022). Cybersecurity awareness among college administrators. Philippine Journal of Higher Education Security, 10(2), 45–62.
  51. Santos, P., & Reyes, F. (2022). Digital technology skills of college administrators. Philippine Journal of Higher Education Tech, 9(2), 65–80.
  52. Santiago, P., & Reyes, F. (2022). Non-traditional funding sources for higher education. Journal of Educational Economics and Management, 8(2), 122–138.
  53. Santos, P., & Reyes, F. (2022). Building strategic alliances for resource sustainability. Journal of University Resource Management, 10(2), 100–115.
  54. Santos, P., & Reyes, F. (2022). Resource optimization and diversified funding in HEIs. International Journal of Educational Planning & Management, 70(4), 240–258.
  55. Santos, P., & Reyes, F. (2022). Innovation and efficiency in academic resource allocation. International Journal of Educational Management, 36(5), 290–305.
  56. Santos, P., & Reyes, F. (2023). Technology competencies and resource management in higher education. Journal of Higher Education Leadership, 11(2), 67–84.
  57. Villanueva, G. (2023). Leadership in supporting digital transformation in Philippine HEIs. Journal of Higher Education Management & Innovation, 13(1), 50–65.
  58. Villanueva, R. (2022). The role of technology in modern resource management. Journal of University Administrative Strategies, 9(1), 45–60.
  59. Villanueva, R., & Santos, (2023). Funding diversification strategies and institutional resilience in Philippine higher education. International Journal of Educational Finance, 16(1), 75–94.
  60. Villanueva, R., & Santos, D. (2022). Challenges in material resource management. Journal of Higher Education Facilities & Sustainability, 9(3), 210–225.
  61. Villanueva, R., & Santos, D. (2022). Stakeholder engagement strategies for resource sharing. International Journal of Educational Management, 36(6), 345–360.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic