This study focuses on the concept of strategic investment in education, which has been very essential in providing a quality education to every student. This study examines the budget allocation and its relationship to school performance at Leonard Wood Elementary School (LWES) during the school year 2024-2025. This research utilized a mixed-method design, gathering data on budget allocation and school performance using measurable and numerical data. Statistical analysis was used to determine the relationship between budget allocation and performance. An interpretive approach was used to develop a plan, incorporating stakeholder input. The sample population consists of five teachers, one principal and two administrative officers as the respondents for this study. A purposive sampling was then used to identify these respondents. The result of the findings implies that most of the respondents believed that MOOE funds are insufficient for school operations, leading to underfunding of programs and delays in repairs, with varying efficiency ratings for utilization of facility maintenance, teaching materials, and repairs. The result of the study would be a great help to Leonard Wood Elementary School in addressing resource allocation and utilization issues through strategic planning, training, and technology, despite insufficient MOOE funds and advocating for external funding.
