Leadership Capacity and Equity in Resource Management: Addressing Global Gaps in Basic Education
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Abstract
Background and Aim: Leadership capacity and equitable resource management are widely recognized as essential drivers of education quality and inclusivity. Global frameworks from UNESCO, OECD, and the World Bank emphasize that effective leadership shapes teacher motivation, resource allocation, and equity in learning opportunities, directly supporting Sustainable Development Goals (SDGs) 4, 10, and 16. Despite these insights, the Philippine basic education system continues to face challenges of centralization, fragmented governance, and inequitable distribution of resources. This study aims to examine leadership and equity themes across global and national reports, compare international frameworks with Philippine priorities, evaluate the utility of AI-assisted qualitative content analysis, and propose actionable recommendations aligned with the SDGs.
Materials and Methods: A qualitative content analysis was conducted using AI-assisted tools to systematically review extensive online educational documents, including global reports and Philippine policy papers. Thematic coding, triangulation, and comparative analysis were applied to identify recurring patterns, gaps, and opportunities for reform.
Results: Five major findings emerged: (1) persistent misalignment among CHED, PRC, and DepEd in teacher education and standards; (2) entrenched centralization limiting participatory governance; (3) inequitable resource allocation across regions, genders, and income groups; (4) limited leadership capacity at the school level due to inadequate training and fiscal support; and (5) fragmented datasets that weaken evidence-based policymaking. AI-assisted analysis enhanced efficiency, consistency, and rigor by automating coding, reducing bias, and detecting latent patterns across documents.
Conclusion: Strengthening leadership capacity and promoting equitable resource management requires systemic alignment of teacher standards, phased decentralization, equity-sensitive budgeting, institutionalized leadership training, and unified inter-agency data systems. These strategies advance inclusive, transparent, and accountable education governance aligned with SDGs 4, 10, and 16, offering practical pathways for reform in Philippine basic education.
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