The Effect of the Implementation of School-Based Management in Decision Makers and Stakeholders of Selected Public Schools in the Philippines
Metadatos
Mostrar el registro completo del ítemAutor
Roque, Jonathan LEditorial
Universidad de Granada
Materia
Decision-makers Public elementary school School-based management system Stakeholder
Fecha
2023-03-29Referencia bibliográfica
Jonathan L. Roque (2023). The Effect of the Implementation of School-Based Management in Decision Makers and Stakeholders of Selected Public Schools in the Philippines.Journal for Educators, Teachers and Trainers,Vol. 14(2). 294-304.[DOI: 10.47750/jett.2023.14.02.028]
Resumen
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.