Assessment of School-Based Management Levelof Practice and The School's Initiatives Effectiveness

Abstract

INTRODUCTION

School-Based Management (SBM) practices in the country is a manifestation of participative decision making. Itis also the decentralization of the decision-making authority in school. At the school level, school heads, teachers, and students work together with community leaders, and local government officials, and other stakeholders to improve school performance. It is essential that the school's initiatives must be aligned with the priorities indicated in the School Improvement Plan and implemented through SBM as a governance strategy of the public schools

METHODS

The study used a descriptive quantitative research. The respondents were chosen purposively by the researchers. Certain criteria were set in order to identify who best meets the aim of the study. Document analysis, survey questionnaire, and focus group discussions were done to gather the necessary data that will be interpreted in the study.

RESULTS

The significant findings of the study were the SBM level of practice and school initiatives' effectiveness signified alignment in terms of the four principles namely: leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources with maturing SBM level of practices and registered "effective" school'sinitiatives.

DISCUSSIONS

Relative to the Department of Education Rationalization Program in which district leadership was redirected to primarily instructional leadership, elementary schools strongly felt the transfer of significant decision-making authority from district offices to schools. The present study presented the real scenario in terms of levels of practice and schools’ effectiveness for further deliberation and planning. This will lead to effective management of the school which redounds to good governance and quality learning.