The Realities Of Maintenance And Other Operating Expenses (MOOE) Allocation In Basic Education System: Unheard Voices Of Public School Teachers

The purpose of this phenomenological study was to describe the lived experiences, coping mechanisms and insights of 17 teachers regarding the MOOE allocation in basic education system. The data were gathered through in-depth interviews and focus group discussion which were subjected to thematic analysis. The result revealed the proper implementation/utilization of MOOE fund by the principal. However, concerns on teacher�s trust on the MOOE transparency and non-involvement of teachers in financial planning were also observed and experienced. Coping mechanisms of the participants included openness and acceptance, indifference, and resourcefulness and creativity. The participants� insights based on their experiences were: MOOE is fund provision for schools� maintenance and operation, teachers to be centrally involved in the MOOE allocation, and there are varied sentiments on the integrity of MOOE spending. The study implies that creating an environment of trust in the school may result to satisfactory performance of teachers and students. Furthermore, transparency and openness of the School Head may encourage teacher�s participation and commitment to school improvement.

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