Level of Practice of School-Based Managementin Fourteen Public Elementary Schools in Balayan East District Balayan, Batangas: Basis for The Proposed Implementation Plan

Abstract

INTRODUCTION

While it is true that the main business of SBM in every school is the escalation of its performance, there are still mediocre schools that just exist but never excel and perform. It is an indication that SBM is not working well in the school, that the vital practices in mobilizing the school and community are not optimally practiced and put into limelight. This is a reality that is happening in the school organization that requires attention.

METHODS

The study used the descriptive method for it aims to describe the level of practices of SBM in Balayan East District. The respondents of the study were one hundred (100) teachers in Balayan East District which were randomly selected through fish bowl method. For statistical treatment of data, frequency counts, and percentage were used to determine the profile of teachers. Weighted mean and ranking were used to perceive the level of SBM practices. And Pearson r was used to determine the relationship of the responses of the respondents on the level of SBM practices when they are grouped based on profile variables.

RESULTS

The study revealed that (1) The level of school-based management practices in terms of the four principles was rated “moderately agree” by the respondents. (3) There was no significant relationship in SBM practices and profile variables of the respondents. (4) The implementation plan may be employed to strengthen the level of practice of SBM program.

DISCUSSIONS

The general results of SBM Level of Practice of fourteen schools are as follows: Balayan East Central School has a score of2.10 which describes as Level III or the school is ready for accreditation and ensures the production of intended outputs/outcomes and meets all standards of a system and fully integrated in the local community. Likewise,the remaining 13 schools have been described as Level II, categorize as Developing Level that the schools introduce and sustain continuous improvement process that integrates wider community participation and improve significantly performance and learning outcomes. The researcher offered the following recommendations such as empowerment of stakeholders' awareness be continuously done for total participation of internal and external members of SBM. Programs be periodically reviewed and updated for monitoring and evaluation. (3) Total Quality Management (TQM) both the school and stakeholders be integrated in school-based management plans.