Maintenance and Other Operating Expenses (MOOE) Utilization and Teachers' Resources Satisfaction

ISSN 3028-1261 10.5281/zenodo.17829125/NIJSE.2025 Maintenance and Other Operating Expenses (MOOE) Utilization and Teachers’ Resources Satisfaction Gem Jay T. Acaso, Jonathan L. Adrales, Lory Jane T. Alfeche, Amelie E. Trinidad Abstract. This study examined the relationship between Maintenance and Other Operating Expenses (MOOE) utilization and teachers’ satisfaction with instructional and operational resources in Crossing Bayabas National High School (Davao City) and Libertad National High School (Malita, Davao Occidental), Region XI. Employing a descriptive-correlational design, 80 teachers were selected through stratified random sampling. Data were gathered using a validated survey and analyzed through descriptive statistics and Pearson correlation. Results revealed that MOOE utilization was moderately high (mean = 3.45), with instructional materials and utilities receiving the highest ratings, while ICT maintenance was least funded. Teachers reported high satisfaction (mean = 4.12), particularly in classroom supplies and professional development, though satisfaction was lower for digital tools. A moderate positive correlation (r = 0.57, p < 0.05) was established between effective MOOE utilization and teachersatisfaction. These findings underscore the importance of transparent, participatory, and needs-based fiscal practices. Consistent with Josol, Almerez, Palomar, and Alba (2025), who found very high stakeholder involvement in project implementation in Digos City Division, the study highlights that embedding stakeholder collaboration into fiscal governance strengthens institutional efficiency and sustainability. KEY WORDS 1. MOOE 2. resource utilization 3. fiscal management 4. teachers’ satisfaction Date Received: October 15, 2025 — Date Reviewed: November 10, 2025 — Date Published: December 2, 2025 1. Introduction Effective utilization of the Maintenance and Other Operating Expenses (MOOE) plays a crucial role in sustaining the operational efficiency of public schools and enhancing teacher productivity. As outlined in the Department of Education’s Basic Education Report (2022), ensuring that schools receive and utilize funds appropriately is vital for maintaining learning continuity, especially under limited resources and growing accountability demands. Recent studies emphasize the strong link between financial management practices and teacher satisfaction. Garcia and Santiago (2023) found that when teachers participate in budgeting and decision-making, their motivation and satisfaction with teaching resources increase. Bautista and Ramos (2021) likewise observed that transparent MOOE implementation fosters a culture of collaboration and accountability among staff. At the regional level, Tugado et al. (2022) noted NIJSE (2025) - that in Mindanao schools, efficient MOOE allocation enhances instructional readiness and improves the learning environment. Similarly, the World Bank (2021) reported that fiscal decentralization in Philippine schools promotes alignment between spending priorities and educational goals. Furthermore, DepEd Memorandum No. 18, s. 2023 reiterates that MOOE utilization must align with the School Improvement Plan (SIP) to ensure effective learning support. Anchored in the Resource-Based Theory (Barney, 1991), this study posits that a school’s capacity to allocate and manage resources strategically contributes to teacher satisfaction and institutional success. Thus, this study examines the relationship between MOOE utilization and teachers’ satisfaction in Crossing Bayabas and Libertad National High Schools in Region XI. 2. Methodology A descriptive-correlational research design was adopted to explore the relationship between MOOE utilization and teachers’ satisfaction. The study was conducted in Crossing Bayabas National High School (Davao City) and Libertad National High School (Malita, Davao Occidental) during the 2025–2026 school year. Eighty teachers participated, selected through stratified random sampling to ensure representation across grade levels and departments. A structured questionnaire composed of three parts was used: (1) MOOE utilization and transparency, (2) resource adequacy, and (3) teacher satisfaction. The instrument was validated by experts in educational management. Data were analyzed using descriptive statistics (mean and standard deviation) and Pearson correlation (r) to determine the relationship between the variables. 3. Results and Discussion 3.1. Level of MOOE Utilization—Respondents rated overall MOOE utilization as moderate to high (mean = 3.45). The most effectively funded areas were instructional materials (mean = 3.90) and utilities (mean = 3.80), while the least funded was ICT maintenance (mean = 2.95). Table 1. Level of MOOE Utilization Variable / Indicator Mean Interpretation Overall MOOE Utilization 3.45 Moderate to High Instructional Materials 3.90 High Utilities 3.80 High ICT Maintenance 2.95 Moderate (Least Funded Area) 3.2. Teachers’ Resource Satisfaction— Teachers reported high satisfaction (mean = 4.12) with resource adequacy, particularly in classroom supplies (mean = 4.20) and professional development opportunities (mean = 4.05). However, satisfaction was lower regarding access to updated digital tools (mean = 3.65). 3.3. Correlation Between MOOE Utilization and Satisfaction—Results revealed a moderate positive correlation (r = 0.57, p < 0.05), indicating that greater MOOE efficiency leads to higher levels of teacher satisfaction with instructional and operational resources. 2ISSN 3028-1261 10.5281/zenodo.17829125/NIJSE.2025 NIJSE (2025) - Table 2. Teachers’ Resource Satisfaction Variable / Indicator Mean Interpretation Overall Teachers’ Resource Satisfaction 4.12 High Classroom Supplies 4.20 High Professional Development Opportunities 4.05 High Access to Updated Digital Tools 3.65 Moderate Correlation (MOOE Utilization ↔Satisfaction): r=0.57, Moderate Positive, Significant (p< .05) 4. Conclusions and Recommendations 4.1. Findings—Findings affirm that participatory and transparent financial management contributes significantly to teacher satisfaction. This aligns with Garcia and Santiago (2023), who emphasized teacher involvement in fiscal decision-making as a determinant of workplace morale. Similarly, Bautista and Ramos (2021) concluded that financial openness enhances collaboration and trust. In accordance with DepEd (2022) policies on school-based management, the study supports that financial decentralization empowers schools to address context-specific needs. However, limitations persist in ICT and digital infrastructure, consistent with World Bank (2021) findings on resource disparities across Philippine regions. The results reinforce the Resource-Based Theory, which suggests that strategic resource use strengthens institutional performance and satisfaction. Effective allocation ensures teachers’ access to essential materials and facilities, promoting instructional quality and motivation. 4.2. Conclusions—The study concludes that efficient MOOE utilization has a positive effect on teachers’ satisfaction with instructional and operational resources. Schools that implement transparent, needs-based, and participatory budget practices achieve higher satisfaction and improved resource management outcomes. 4.3. Recommendations—Conduct regular transparency forums to engage teachers in MOOE discussions. Prioritize ICT development and maintenance of digital teaching tools. Strengthen monitoring and evaluation mechanisms through the School Budget and Finance Committee. Offer capacity-building programs on fiscal management and school budgeting. Align MOOE expenditures with the School Improvement Plan (SIP) to ensure long-term sustainability. 5. References Bautista, M., & Ramos, L. (2021). Transparency and accountability in mooe implementation in philippine public schools. Philippine Education Review,12(3), 45–56. Department of Education. (2022). Basic education report 2022. Garcia, P., & Santiago, J. (2023). Participatory budgeting and teacher satisfaction in public secondary schools. Asian Journal of Education Policy,15(2), 88–101. 3ISSN 3028-1261 10.5281/zenodo.17829125/NIJSE.2025 NIJSE (2025) - Tugado, C., Rivera, K., & Umbao, E. (2022). School financial autonomy and operational efficiency in mindanao. Mindanao Education Research Journal,10(1), 55–69. World Bank. (2021). Philippines public expenditure review in basic education. 4ISSN 3028-1261 10.5281/zenodo.17829125/NIJSE.2025