The Effect of the Implementation of School-Based Management in Decision Makers and Stakeholders of Selected Public Schools in the Philippines

Abstract

The study aimed to determine the extent of implementation of school-based management in public elementary schools in Santiago City, Isabela, Philippines. It also investigated the extent of contribution of decision-making, authority and participation of stakeholders in the implementation of School-Based Management in terms of operational aspects of SBM and school heads’ leadership and governance. The descriptive-correlational method with some qualitative aspect were utilized. Result shows that in terms of implementing School-Based Management as regards its objectives, the implementers did not fully carry this out. The extent of implementation of SBM in terms of School Support Committee was not fully considered. There was a moderate implementation of SBM as regards its participative decision-making approach Participatory decision-making as one of the aspects of SBM is not fully implemented. In addition, as per operational aspects, the extent of SBM implementation progresses from developing structures and mechanism to introducing continuous improvement processes through shared leadership and community partnership. Moreover, in relation to all aspects of school heads’ leadership and governance, the principal assumed the leading role and responsibility, but the School Support Committee claimed that they are knowledgeable about the actions taken, hence not totally relying on the decision of the school heads and teachers. The school heads’ leadership and governance, however, serves only as a guide on how to achieve the shared vision, mission and objectives of the school. It is recommended that enrichment activities like benchmarking to well-developed schools and other organizations in the community, and intervention programs like brainstorming and planning sessions may be of help in creating a better implementation of School-Based Management and the school heads along with the teachers need to continue enhancing their leadership skills to ensure that the schools run effectively and efficiently and take into consideration communication procedures relative to transparency. These recommendations will lead to the recognitions and incentives must be given to SBM performing implementing schools.