Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 26 no. 7 (2024)

Teachers' Views on Maintenance and Other Operating Expenses (MOOE) Support: Its Impact to the School Program

Nor-aifah Tagoranao

Discipline: Education

 

Abstract:

The study aimed to evaluate the impact of school MOOE support on the school implementation program and teaching performances of teachers in Matungao District, Division of Lanao del Norte, School Year 2023-2024. It employed a descriptive-correlational research design, the investigation examined the relationship between MOOE support and teachers' performance. Statistical methods included frequency, percentage, mean, standard deviation, Spearman-rank correlation, Point-Biserial correlation, and regression analysis. The findings provided valuable insights into the demographic characteristics and professional profiles of educators within the sample. The result provided insights into the demographic and professional profile of the surveyed population, highlighting a diverse range of age groups. Moreover, the overwhelming majority of respondents identified as female, while a significant proportion were married. The data also revealed a balanced distribution across different levels of educational attainment, with college graduates being the largest segment. The regression analysis found no significant predictors for teacher performance based on demographic factors, such as age, sex, civil status, educational attainment, teaching designation, or years of service. Additionally, the impact of School Maintenance and Other Operating Expenses (MOOE) on various school implementation programs did not significantly predict teacher performance. The action plan focused on enhancing professional development programs, improving resource allocation, and fostering collaboration among teachers to boost their performance and optimize the use of School Maintenance and Other Operating Expenses (MOOE) support. The plan aims to improve teaching effectiveness and ultimately enhance student outcomes.



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