Home Economics Classroom Property Preservation and Utilization of Tangible Organizational Assets of Teachers in Public Secondary Schools

Abstract

This study aimed to determine the significant relationship between home economics classroom property preservation and the utilization of tangible organizational assets among 143 public secondary school home economics teachers in Tarragona, Davao Oriental, Philippines. A descriptive-correlational research design was employed, involving these teachers as respondents. Data were collected using structured questionnaires and analyzed through mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. Results showed that both classroom property preservation and utilization of tangible organizational assets were rated at very high levels. Correlation analysis revealed a significant positive relationship between property preservation and asset utilization. Furthermore, multiple regression indicated that preventive maintenance, sustainable practices, and policy enforcement significantly influenced the utilization of tangible organizational assets, while security measures and community involvement were found to be not significant predictors. Based on these findings, it is recommended that school administrators enhance maintenance programs, promote sustainable practices, and enforce relevant policies while encouraging teachers to actively participate in these efforts. Such initiatives are expected to improve resource management, extend the longevity of school property, and foster efficient, sustainable learning environments.