Techno-Stress Resilience, Fiscal Management Capability, and Leadership Competence on School Governance Implementation of Educational Leaders

Abstract

Good school governance is fundamentally about effective principal leadership that establishes appropriate processes, systems, and management mechanisms to ensure the sustainability and continuous improvement of schools. This study investigated the relationship among techno-stress resilience particularly on techno-overload, techno-complexity, techno-insecurity, and techno-uncertainty; fiscal management capability in terms of in financial planning and budget management, resource generation and compliance, monitoring, reporting, and asset management, and stakeholder-involvement, and leadership competence based on adaptability, decision-making practices, planning and implementation, and supportive leadership in shaping the school governance implementation of educational leaders regarding management of policies and programs, partners and donor’s engagement, school compliance with quality standards and technical assistance, focusing on the schools in Region X for the academic year 2025–2026.
Findings Revealed that educational leaders demonstrated a very high level of leadership competence and high levels of fiscal management capability and techno-stress resilience. School governance implementation was also rated as highly implemented. Correlation analysis indicated that all correlations were positive and highly significant, with leadership competence emerging as strongest correlate, followed by fiscal management and techno stress resilience. Regression analysis further identified techno‑uncertainty, monitoring, reporting and asset management, stakeholder involvement, decision‑making practices, supportive leadership, adaptability, and planning and implementation as key predictors of school governance implementation, jointly explaining a large proportion of variance.