School-based Management Practices of School Administrator: Input to Teaching Effectiveness and Community Involvement

Abstract

INTRODUCTION

SBM is a viable structural reform intervention used to improve the quality of education in the public school so as to produce efficient and effective teachers. This study attempted to determine the effect of the School-Based Management (SBM) practices of school administrators on the teaching effectiveness and community involvement.

METHODS

The study utilized the descriptive method of research. It attempted to describe the data and have the correlational analysis of the different factors considered. It was conducted in the Division of Tanauan City encompassing fortyfour (44) public elementary schools. The subjects of the study were the forty-four (44) school administrators and four hundred forty (440) teacher and four hundred forty (440) parents. Purposive sampling techniques was used in selecting the teachers and the parents. The researcher used survey questionnaires in data gathering. Percent distribution, standard deviation, mean, One-way Analysis Of Variance (ANOVA) and multiple regression were used in the statistical treatment of data.

RESULTS

It was found out that there is no significance difference in the perception of the school administrators and the teachers in the assessment of school-based management practices and singly or in combination, school based management practices are not significantly related to community involvement; while, there is significance difference in the perceptions of the school administrators and the teachers on the assessment of teaching effectiveness. On the other hand, there is no significant difference in the perceptions on school administrators and the teachers in the assessment of community involvement and singly or in combination school-based management practices are not significantly related to teaching effectiveness.

DISCUSSIONS

The results demonstrated that the school leaders might continuously elevate the practice of school-based management. The teachers must never stop from learning. Collaborative efforts may be done where teachers and stakeholders take part in crafting goals and objectives for the school. Proper management of resources is very significant, and the school head is accountable in school improvement.