Resource Management Challenges and Professional Well-Being Among Teachers in Maramag District

Effective resource management is vital for creating a productive learning environment, ensuring the efficient use of educational materials, facilities, and financial resources. This study was conducted to determine the resource management challenges in schools and their impact on teachers’ professional well-being in selected districts of Maramag, Bukidnon, for the School Year 2024-2025. Specifically, it sought to assess the challenges related to supplies and materials, repair and maintenance, utilities, and training/seminar expenses, as well as their relationship with teachers' well-being in terms of perspective, self-management, self-care, and professional development. A descriptive-correlational research design was employed, utilizing a researcher-made questionnaire administered to one hundred fifty (150) public elementary school teachers from Maramag I and III districts. Data were analyzed using descriptive statistics such as mean, SD and Pearson’s Product Moment Correlation to determine relationship between Resource Management Challenges and their professional well-being. Findings revealed that teachers frequently encountered resource management challenges, with supplies and materials being the most problematic, while repair and maintenance was the least concern. Teachers reported a very high level of professional well-being, particularly in self-care, though self-management and professional development were areas of concern. A significant relationship existed between resource management challenges and professional well-being. These findings highlight need for improved resource allocation, and strategic policies to support teachers' well-being. It is recommended that Schools should prioritize funding for Supplies and Materials, allocate budgets for professional development, and promote self-management practices among teachers to improve well-being and instructional quality.