Effectiveness of Revenue-Generating Projects in Supporting Operational Needs in a Public School

This study examined the effectiveness of revenue-generating projects (RGPs) in supporting the operational needs in a  public secondary school, focusing on teacher awareness, involvement, management practices, and perceived outcomes. Using a descriptive research design, data were collected from 20 junior and senior high school teachers through a researcher-developed survey questionnaire administered online. Descriptive statistics were employed to analyze demographic characteristics, levels of involvement, project management practices, and perceived effectiveness of RGPs.  Findings revealed that most respondents were experienced educators, predominantly female, with more than ten years of service and substantial involvement in budget planning and project leadership. Results indicated high levels of awareness and participation in RGPs, with respondents consistently rating project planning, implementation, transparency, and sustainability as “very much evident.” RGPs were perceived as highly effective in addressing operational needs such as procurement of supplies, minor repairs, and improvement of school facilities, while also reducing reliance on government funding. However, limited participation of younger and less experienced teachers was noted, suggesting the need for broader inclusion. The study concludes that leadership experience, institutional support, and effective management practices are critical to the success of RGPs in public schools. Continuous capacity-building initiatives and systematic documentation of best practices are recommended to strengthen school-based financial sustainability. Future research may examine the direct impact of RGPs on student outcomes and overall school performance.