School-Based Management Level of Practice of Public Secondary Schools in the Schools Division of Quirino: Mechanisms for Effective School Governance

Abstract

INTRODUCTION

School-based management (SBM) changes the dynamics of school creating partnership in decision-making in terms of setting school mission, shared vision, leadership, and governance. This research aimed to find out the extent of implementation of SBM in SDO-Quirino which possibly guides education leaders to support in the enhancement of quality of basic education. The four principles in SBM define the level of practice of the stakeholders which affirm that shared governance thrives in schools. There is a need to continuously study SBM to find its empirical effect to school's achievement.

METHODS

With 14 public secondary schools as respondents, descriptive method was used to determine the level of implementation of SBM. A survey questionnaire based on Department of Education Order No. 83, series 2012 was crafted and used to gather important data on the profiles of respondents and SBM level of practice of public secondary schools of SDO-Quirino.

RESULTS

Based on the results, most of the public secondary school's level of SBM practice were mostly maturing. These schools have also implemented SBM to a large extent. It further revealed that through this strategy, partnerships served as the key factor towards school improvement. There is a significant effect to the level of practice and impact of SBM to school performance indicators.

DISCUSSIONS

School improvement process and mechanism results to better school improvements that encapsulates the real essence of SBM. This further solidifies when all stakeholders profoundly take a collective stance showing co-ownership to school. It is further implied that there is a need to conduct a similar study for continual improvement and serves as basis for a localized project for SBM.