FINANCIAL LITERACY AND DECISION-MAKING CAPABILITY ON ADMINISTRATIVE SUPERVISION PRACTICES OF SCHOOL ADMINISTRATORS

School administrators’ optimal administrative supervision is often achieved through a combination of professional competence, passion to lead, and a supportive work environment, which encompasses financial stability and good decision-making practices, which are all imperative for a school administrator’s overall well-being and effective leader. This study aimed to determine whether the school administrators’ financial literacy and decision-making practices have a significant relationship with their administrative supervision. A descriptive correlation type of research was utilized, with 298 school administrators as participants for this study using equal enumeration, mean, Pearson Product Moment Correlation, and linear regression to analyze the data. The results of this data on school administrators’ financial literacy suggest they have agreed with an overall mean of 4.09. The teaching decision-making capabilities of the participants were highly practiced. For administrative supervision, the high overall mean rating of 4.10 indicates that administrators are proficient. Among the three variables, the decision-making practices were perceived to have a strong correlation to the administrative supervision practices of school administrators. Among the various factors studied—plan adjustments, goal achievement, teacher interactions, planning, implementation, assessment, and financial reporting emerged as the strongest predictors of administrators’ effectiveness in supervision at a significance level of 0.05. Therefore, administrators are encouraged to continue prioritizing goal-oriented decision-making while also incorporating a more holistic perspective that includes plan adjustments, teacher interactions, and long-term sustainability. This integrated approach will enhance their ability to effectively guide and support their teams.