Exploring the Lived Experiences of School Heads in Resource Mobilization: A Phenomenological Inquiry

School heads need resources to ensure that school operations take place according to the needs of the school communities, toward the delivery of conducive and proactive learning environment. This study explored the lived experiences of school heads in resource mobilization. It was conducted in the selected public elementary schools in the Division of Oroquieta City. The phenomenological research design was used in the study. Thirteen school heads served as the participants identified through purposive sampling. An Interview Guide was used in gathering the data that were analyzed using Moustakas’ (1994) method of data analysis. The following were the themes identified in the study: dealing with financial and resource scarcity, navigating external and contextual barriers; strengthening partnerships and stakeholder engagement, implementing strategic and adaptive resource management; handling economic and external dependence, and managing policy, governance, and institutional factors. School heads need adequate school resources and support from stakeholders amid the limitations that school communities face in their regular operations. Heavy reliance on external support together with policy, governance, and institutional constraints creates significant challenges that affect the efficiency and timeliness of resource mobilization in schools. It is recommended that school leaders continuously enhance collaboration with stakeholders while adopting flexible and innovative resource management strategies to optimize available support.

Barriers, Governance, Management, Policy, Resource Scarcity

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