Performance Efficiency of the Internal Stakeholders in the Implementation of the School-Based Management (SBM)in the Division of Iriga City

Abstract

INTRODUCTION

The teachers, parents, and pupils as internal stakeholders in School-based Management (SBM) have greater control over the education process by giving them responsibility for decisions about budget, personnel, and the curriculum. The researcher, as an internal stakeholder, felt the need to diagnose the problems and challenges being confronted in the implementation of SBM. It is necessary to determine what the internal stakeholders need to have to be able to perform more efficiently, and what intervention scheme can be developed to enhance the effective implementation of SBM.

METHODS

The descriptive-evaluative survey method was employed with a questionnaire as the primary data gathering instrument. The following statistical tools were used: Frequency Count, Percentage Technique, Weighted Mean, Five-Point Rating Scale, and Kruskal Wallis H-Test.

RESULTS

The highest rating was garnered by the accountability of performance and on school policies and regulations with an average weighted mean of 4.31, followed by a learning process with 4.20, all described as "Very High." On the other hand, rated as "high" with an average weighted mean of 4.05 was on serving on school council and organizations. The overall assessment was 4.22 described as "Very High," 4.41 of which came from the group of teachers, 4.12 came from the group of teachers, while 4.13 from the group of pupils.

DISCUSSIONS

The data proved the fact that by putting power in the hands of the end users of the service (education), SBM eventually leads to better school management that is more cognizant of and responsive to the needs of those end users, thus creating a better and more conducive learning environment for the students. A sound training program for internal stakeholders is critical to ensure higher performance efficiency because many of them are likely to lack the skills necessary to carry out their new responsibilities. School heads should create greater "overlap" among the school, home, and community through the implementation of activities across six types of involvement: parenting, communication. Policies must explicitly stress local responsibilities and authority, but must do so by placing it in the context of external relationships that will be necessary for ongoing development and review The action plan should be adopted to achieve a higher performance efficiency of all internal stakeholders which will lead to more collegial relations and an overall effective implementation of school-based management.