School-Based Management: Awareness, Views and Challenges
Type
Thesis
Authors
Category
Publication Year
2018
Pages
122
Abstract
School based management (SBM) is a worldwide education reform to decentralize the decision-making authority from the central office to local schools. The purpose of this study is to ascertain the status of SBM practice, the level of awareness and views of SBM implementation, and its challenges using a survey questionnaire adopted from SBM tool, sketching, and a researcher-made checklist. The quantitative and qualitative research approach used purposive sampling in choosing the school divisions of the National Capital Region, while cluster sampling was used in choosing the respondents. Thirty-six public elementary school heads were chosen from Caloocan, Malabon, Navotas, and Valenzuela.
The findings indicated that school heads are Highly Aware in all four components namely Leadership and Governance, Curriculum and Instruction, Management of Resources, and Accountability and Continuous Improvement The school heads' views led to the conceptualization of four SBM dimensions to wit: leading, learning, creating, and valuing. Most schools in Caloocan, Malabon, Navotas, and Valenzuela belong to Level 1 or the Developing status.
The findings on the challenges of SBM implementation in four components are generally High Extent. Public schools continue to encounter challenges such as lack of competent educational managers (x=3.06) and lack of information and training for school heads (x=2.92) in terms of Leadership and Governance; absence of contextualized criteria for assessment (x-2.81) in Curriculum and Instruction; lack of trust among school community (x=3.06) in Accountability and Continuous Improvement; and insufficient knowledge and skills of key persons in handling finances (x-2.92) in management of resources remain a problem.
The researcher highly recommended that the next order of study would be the hindering factors on SBM, the DOD processes, the level of commitment of school heads in implementing the SBM, and the correlation between level of awareness to the personal belief and values orientation of the school heads.
The findings indicated that school heads are Highly Aware in all four components namely Leadership and Governance, Curriculum and Instruction, Management of Resources, and Accountability and Continuous Improvement The school heads' views led to the conceptualization of four SBM dimensions to wit: leading, learning, creating, and valuing. Most schools in Caloocan, Malabon, Navotas, and Valenzuela belong to Level 1 or the Developing status.
The findings on the challenges of SBM implementation in four components are generally High Extent. Public schools continue to encounter challenges such as lack of competent educational managers (x=3.06) and lack of information and training for school heads (x=2.92) in terms of Leadership and Governance; absence of contextualized criteria for assessment (x-2.81) in Curriculum and Instruction; lack of trust among school community (x=3.06) in Accountability and Continuous Improvement; and insufficient knowledge and skills of key persons in handling finances (x-2.92) in management of resources remain a problem.
The researcher highly recommended that the next order of study would be the hindering factors on SBM, the DOD processes, the level of commitment of school heads in implementing the SBM, and the correlation between level of awareness to the personal belief and values orientation of the school heads.
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