Authors : Norilyn Ebio-Divina; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/3x9s3jpx

Scribd : https://tinyurl.com/ywcajme9

DOI : https://doi.org/10.38124/ijisrt/26apr1149

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the perceived sufficiency of instructional learning resources and how school heads’ perceptions influence decision-making on their allocation, distribution, and utilization. Specifically, it explored print-based materials, digital and multimedia resources, and manipulative learning materials, while identifying challenges in resource management and proposing evidence-based guidance for school heads. Using a descriptive-quantitative design, data were collected from school heads through surveys and structured interviews. Findings revealed varying levels of resource sufficiency. Print-based and digital materials were moderately sufficient, with supplementary reading materials and teaching guides rated highest, while textbooks, teachers’ laptops, and learner access to digital devices showed gaps. Manipulative learning materials were rated critically low, particularly in physical education, art, music, and Technical-Vocational-Livelihood tools. School heads assessed resource sufficiency through intuitive judgment, informal monitoring, teacher and property custodian feedback, and formal evaluation procedures. Their perceptions were found to significantly influence decision-making by guiding gap identification, prioritizing distribution, and informing financial planning for evidence-based allocation. Major challenges included the absence of structured tracking tools, limited provision and allotment of materials, constrained budgets, delayed procurement, substandard quality, and delayed delivery of resources. To address these issues, the study proposed the DARE-LRM Model, a cyclical framework encompassing Diagnose, Analyze, Respond, and Evaluate, designed to support systematic, responsive, and sustainable instructional resource management. The study concludes that targeted acquisition and equitable distribution of manipulative materials, combined with structured monitoring and the adoption of the DARE-LRM Model, can strengthen school-level management of instructional resources, enhance teaching effectiveness, and improve learning outcomes.

Keywords : Instructional Resource Sufficiency, Digital and Multi-Media Resources, Manipulative Learning Materials, DARE – LRM Model, Teaching Effectiveness.

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