ABSTRACT
This study determined the significant relationship between School-based Management practices in relation to school performance. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study utilized the descriptive-correlational research method to determine the School-Based Management (SBM) practices as the basis for analyzing the school performance. Descriptive research was concerned with the existing conditions, practices, and relationships. According to Calmorin (2007), descriptive-correlational involved the presentation of facts concerning the nature of individuals, a group, a condition, or a class of events with accurate interpretations. It sought to describe "what was" and provided an understanding of how various components related to one another in real-world settings. The relationship between overall School-Based Management (SBM) practices and the performance of high schools. It highlights the correlation between the degree of SBM implementation and the overall school performance, as well as the statistical tests used to validate the relationship. The findings revealed a strong positive relationship between SBM practices and school performance, showing that schools with strengthened SBM practices tend to achieve better outcomes in enrolment, retention, completion, survival, and graduation. This means that as schools effectively implement SBM, their performance indicators improve significantly. Furthermore, the results confirmed that this relationship is statistically significant, leading to the rejection of the null hypothesis which assumed no relationship between SBM practices and performance. This indicates that SBM practices play a crucial role in the successful performance of high schools. The findings imply that effective leadership, governance, curriculum management, accountability, and resource utilization under SBM are instrumental in boosting the performance of high schools. This further suggests that schools with strong SBM implementation are more capable of ensuring quality education and sustainable learner success.
Keywords: School-Based Management Practices, School Performance, Integrated School
INTRODUCTION
School-Based Management (SBM) is a governance approach that decentralizes decision-making authority from the central office to the school level. It empowers school leaders, teachers, parents, and other stakeholders to take an active role in managing resources, developing school plans, and improving learning outcomes. The Department of Education (DepEd) institutionalized SBM through DepEd Order No. 83, s. 2012, which provides the SBM Framework, Standards, and Assessment. This policy is anchored on principles of leadership transparency, participatory governance, and continuous school improvement. SBM aims to promote autonomy, accountability, and shared responsibility for improving the delivery of basic education services.
A recent study by Garcia and Toledo (2023) revealed that effective implementation of SBM positively correlates with improved school performance in both academic and non-academic indicators. Their findings showed that schools with strong SBM practices, particularly in areas of leadership, stakeholder engagement, and financial resource management, recorded higher learner performance, reduced absenteeism, and more efficient school operations. The study emphasized that schools that regularly monitor and evaluate their SBM practices were better positioned to meet performance targets and respond to school-specific challenges.
In the context of Lake Danao Integrated School in Ormoc City Division, several challenges have been observed that call for an in-depth investigation into the school’s SBM implementation. These include inconsistent stakeholder participation in planning and decision-making, delayed resource allocation, limited data-driven school improvement planning, and gaps in leadership and management practices. Despite compliance with SBM reporting and documentation, these systemic issues may be affecting the school’s overall performance, as seen in fluctuating academic achievement levels, low learner engagement in co-curricular activities, and difficulties in meeting performance targets. Understanding how SBM practices are being carried out and how they relate to the school’s performance will provide essential insights for improvement.
This study is necessary to assess the effectiveness of School-Based Management practices at Lake Danao Integrated School and their impact on school performance. The findings will not only help the school address its current challenges but also contribute to the enhancement of SBM practices across similarly situated schools in the division. Moreover, the results can inform school heads, supervisors, and policy implementers in crafting more responsive and evidence-based improvement plans that are rooted in actual school contexts.
This study determined the significant relationship between School-based Management practices in relation to school performance. A proposed Instructional Supervisory plan was formulated based on the result of the study.
see PDF attachment for more information