Education Management Practices and Financial Literacy Readiness

Abstract

This study assessed education management practices and financial literacy readiness among 74 students in Pili, Camarines Sur, Philippines. Using a descriptive quantitative design, the study gathered data through a structured Likert-type questionnaire measuring students’ perceptions of education management practices and their readiness in applying basic financial literacy concepts. Education management practices were examined in terms of support services, institutional communication, learning resources, fairness of procedures, accessibility of services, and institutional responsiveness. Financial literacy readiness was assessed in terms of budgeting, saving, spending control, resource management, financial planning, and financial decision-making. Data were analyzed using frequency, percentage, mean, and standard deviation. The findings revealed that students generally perceived education management practices as supportive and favorable, particularly in relation to support services, communication, and learning resources. The respondents also demonstrated a high level of financial literacy readiness, especially in budgeting, saving, and spending control. However, institutional responsiveness and financial decision-making emerged as areas requiring further improvement. The study concludes that learner-centered education management practices and practical financial literacy initiatives are essential in strengthening student support, responsible resource management, and inclusive learner development. A proposed plan was developed to enhance institutional responsiveness and financial literacy application and promote sustainable student-centered institutional improvement initiatives.