Level of School-Based Management Practices and the National Achievement Test Performance of Calamba Bayside National High School Sy 2012-2015

Abstract

INTRODUCTION

Filipinos have a deep regard for education since education occupies a central place in Philippine economic, political, cultural, and social life. The Department of Education (DepEd) is pursuing a package of policy reforms that as a whole seeks to systematically improve critical regulatory, institutional, structural, financial, cultural, physical, and informational conditions affecting basic education provision, access, and delivery on the ground which is called Basic Education Sector Reform Agenda (BESRA). Referred to as KRT 1 in BESRA, the School-Based Management (SBM) is being promoted and institutionalized as one of the key strategies for achieving the desired learning outcomes.

METHODS

The researcher utilized the descriptive survey questionnaire which is adapted from the thesis of Ms. Gisela Pingad, "Implementation level of Revised School-Based Management in Los Banos, Laguna" regarding the level of SBM practices in terms of leadership and governance, curriculum and instruction, accountability and continuous improvement, and management of resources. The questionnaire was presented to her thesis adviser and professors who are experts in terms of thesis.

RESULTS

The findings revealed that there is no significant relationship between teacher-related factors such as age, gender, civil status, highest educational attainment, and teaching position and students' NAT performance thus the null hypothesis is partly upheld. The researcher, therefore, concludes that the teacher's civil status is significantly related to students' NAT performance. Finally, in the level of School-Based Management practices which are Leadership, Curriculum, Accountability, and Management are not significantly related to the NAT performance since the p-values are greater than .05. Therefore, the null hypothesis is hereby accepted.

DISCUSSIONS

The result shows both school administrators and teachers need to attend more training on the implementation of SBM regardless of their profile. The school administrator needs to disseminate knowledge on the implementation of SBM to both internal and external stakeholders through monthly forum and INSET. The four principles such as leadership and governance, curriculum and learning, accountability and continuous improvement, and resource mobilization need to properly be monitored and evaluated periodically. The school administrators and teachers need to find out ways and means to solve the problems encountered in the implementation of SBM.