Assessing School Administrators’ Facilities Management and Resource Utilization Practices for Enhancing the Educational Environment: Basis for a Sustainable Learning Space Development Model

This study assessed school administrators’ facilities management and resource utilization in the Schools Division of Bulacan as a basis for a Sustainable Learning Space Development Model. A descriptive-correlational design involved 493 administrators through total enumeration. An adapted and modified questionnaire used a four-point scale. Frequencies, percentages, means, standard deviations, and analysis of variance summarized practices and facilities-management differences. Facilities management was Greatly Practiced overall (M = 3.77, SD = 0.14), with monitoring and evaluation rated highest (M = 3.85, SD = 0.26). Resource utilization was also Greatly Practiced (M = 3.82, SD = 0.13); inventory control and resource monitoring was strongest (M = 3.89, SD = 0.17), while procurement and acquisition was lowest (M = 3.75, SD = 0.35). Facilities-management differences appeared by age, sex, and administrative experience in selected dimensions, but not by educational attainment. The findings informed GALMAN: Governance and Planning, Asset Stewardship, Learning-Resource Allocation, Maintenance and Safety, Assessment and Monitoring, and Needs-Responsive Improvement. The model offers a proposed administrative guide. Educational-environment enhancement was an intended application rather than a separately measured outcome; the model’s effectiveness was not evaluated.