CHALLENGES AND PRACTICES OF

SCHOOL- BASED MANAGEMENT IN PUBLIC

ELEMENTARY SCHOOL HEADS IN THE
DIVISION OF PALAWAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 870-881
Document ID: 2023PEMJ1109
DOI: 10.5281/zenodo.8286787
Manuscript Accepted: 2023-25-8
Psych Educ, 2023, 12: 870-881, Document ID:2023 PEMJ1109, doi:10.5281/zenodo.8286787, ISSN 2822-4353
Research Article

Challenges and Practices of School-Based Management in Public Elementary School

Heads in the Division of Palawan
Glenda D. Manzano*, Carolyn M. Illescas
For affiliations and correspondence, see the last page.
Abstract
This study dealt with the Challenges and Practices of School Based-Management in Public
Elementary School Heads in the Division of Palawan.Results show that School heads and teachers
mostly experienced accountability and continuous learning challenges.School Heads and Teachers
have a high level of management practices in leadership and governance.School Based- Management
orientation program and seminar and workshop about school Based-Management implementation is
mostly practiced in reinforcement program for school based-management.Involvement of teachers in
preparation, monitoring, and evaluation is mostly practiced by the School Heads in the SBM
reinforcement programStakeholder engagement and benchmarking to other schools is mostly the best
practiced as perceived by the School Heads.Transparency and good governance are mostly the best
practices as perceived by the teachers.School heads face various challenges in leadership and
governance, curriculum and learning, accountability and continuous learning, and management of
resources. These challenges are important factors that need to be addressed for effective school
management and improvement.

Keywords: governance, challenges, practices, school-based management

Introduction head teacher requires that he or she should provide

leadership roles to affect school transformation. They
A true leader has the confidence to stand alone, the are the ones who create a blueprint as to where the
courage to make tough decisions, and the compassion school must go. Their roles are indispensable, since
to listen to the needs of others. He does not set out to they are responsible for managing the school as a
be a leader but becomes one by the equality of his
whole, leading the teachers and staff, as well as the
actions and the integrity of his intent. Effective
learning of the students.
principals are strong educators, anchoring their work
on central issues of learning and teaching and Moreover, indicated that school leaders are considered
continuous school improvement. the combination of a major vehicle for educational change and
three concepts constitutes the foundation for positive development.The job of the school head is both
improvement results: meaningful teamwork; clear,
administrative and managerial in nature and requires
measurable goals; and the regular collection and
some level of desk work. This is to say that the head
analysis of performance data. School Heads must lead
teacher’s task involves the day-to-day management,
their school through the goal-setting process in which
organization, and administration of the school in order
student achievement data is analyzed, improvement
to create a productive, disciplined learning
areas are identified, and actions for change are
environment. Effective school leaders have been
initiated. This process involves working
shown to significantly improve the performance of all
collaboratively with staff and the school community to
students at the school, at least in part through their
identify discrepancies between current and desired
outcomes, set and prioritize goals to help close the impacts on the selection and retention of good
gap, to develop improvement and monitoring teachers.As they perform their duties and
strategies aimed at accomplishing the goals, and responsibilities many challenges occur and tend to
communicate goals and change efforts to the entire impede their efforts towards the success of their roles.
school community. Principals must also ensure that Some of the challenges include role ambiguity and
staff development needs are identified in alignment tension, and no insufficient professional development,
with school improvement priorities and that these to name a few. These challenges can be avoided and
needs are addressed with appropriate professional addressed if properly identified. Through this study,
learning opportunities. challenges experienced by school heads can be
identified and appropriately addressed.The aim of this
The school head is influential in the school setting and study is to give a voice to school heads about the
his leadership roles are necessary components of the challenges they are experiencing as they perform their
process of school improvement. The mandate of the jobs as school leaders. Moreover, this study aims to fill

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Research Article

a gap that exists due to the limited study in this area.

This study would serve to identify the challenges that
school head encounter in their respective schools so
that suggested solutions to these problems will be
Research Design
identified Even though school heads have accumulated
experience over the years they still face challenges that
This study used a quantitative method to accurately
need urgent attention so that they could respond
measure and assess the quantifiable variables.
appropriately to achieve the desired educational
objectives.Whatever data collected on the challenges
Sampling Procedure
and experiences by the school heads will be compared
and analyzed and for certain it will produce knowledge
A master list of public elementary school heads and
of enlightenment to help solve the challenges that they
teachers in the Division of Palawan was secured from
are experiencing. Therefore, there is a need that this
the Division office as the basis of the study. The
study to be conducted.
researchers used Slovin’s Formula for random
sampling in getting the number of respondents.
Research Objectives
Selected public elementary schools from the two (2)
congressional districts of Palawan are categorized
1. Determine the challenges experienced by the school
according to the number of teachers. Then, a
heads and teachers in terms of:
proportional sample size is taken from each category.
1.1 Leadership and Governance;
Total enumeration will be employed for the school
1.2 Curriculum and Learning;
head respondents.
1.3 Accountability and Continuous Improvement;
and Research Instrument
1.4 Management of Resources.
2. Determine the level of school-based management A researcher-made questionnaire was used as an
practices in terms of: instrument for data gathering.
2.1 Good Leadership;
2.2 Management Performance; Procedures for Data Gathering
2.3 Effective Delivery of Basic Education Services.
3. Determine the best practices manifested by the Three sets of questionnaires were employed in this
respondents along with the challenges in views study. The permission to conduct the study in the
towards School-Based Management. chosen locale was sought permission from the Schools
Division Superintendent and Public Schools District
Supervisors. Upon permission, the researcher
Methodology administered the questionnaire to the respondents. The
set of questionnaires was collected, and the results
Locale of the Study were tallied and undergo statistical treatment.

The study was conducted in all elementary schools in Procedures for Data Analysis
the mainland of the 1st and 2nd districts in the
Division of Palawan. Hence, it gave the accurate and The data were subjected to appropriate statistical tools
complete data needed for this study. to answer the specific problems of the study. To
determine the profile of the School Heads and teachers
Respondents of the Study of public elementary schools, frequency counts and
percentages were used; to determine the challenges
Selected public elementary School Heads and their and experiences, possible solutions, School Based-
teachers in the selected public elementary schools in Management level of practices of the public
the mainland that supervise small, medium, large, and elementary School Heads and teachers across the
mega schools in the Division of Palawan will serve as different areas of concern, the weighted mean was
the respondents of this study.The 51 total population used.
of public elementary school heads including the
Teacher In-charge and Officer In- Charge and a total
of 287 teacher respondents in the Division Palawan
have participated in the study.

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Research Article

improvement ranked first among their concerns. The

Results and Discussion mean score of 3.29 assigned by school heads indicates
a moderate level of importance placed on addressing
Challenges experienced by the Teachers and School this issue. This finding aligns with the perceptions of
Heads in the Division of Palawan. teachers and highlights the significance of financial
Table 1.1 presents the challenges experienced by the resources in effective leadership and governance.
elementary school heads as perceived by themselves
Moreover, making decisions on critical issues
and their elementary school teachers.
concerning school matters was ranked second among
For the teachers, under the leadership and governance, the concerns expressed by school heads. This suggests
that school heads recognize the need for decisive
sourcing of funds for school repair and improvements
actions and the ability to handle critical situations in
ranked first with a mean of 3.34 described as
order to effectively govern the school.
moderate; followed by consulting school authorities
for solution of school problems with a mean of 3.10 In the curriculum and learning for teachers, the highest
described as moderate. The least is the airing of my rated statement is conducting action research with a
likes and dislikes about my work to higher authorities, mean of 3.26, followed by requiring attending in-
with a mean of 2.81 described as moderate.
service training at my own expense, they are both rated
Similarly, as school heads, they gave highest rating as moderate. The statement evaluating the academic
under leadership and governance, the problem in performance of pupils through test with the mean of
sourcing of funds for school repair and improvement 3.00 rated as moderate got the lowest rating.
ranked first with a mean of 3.29; followed by making
For the school heads, in the curriculum and learning,
decisions critical issues concerning school matters
the statements conducting action research ranked first
with a mean of 3.24, the top two statements were
with a mean of 3.39 described as moderate; followed
described as moderate. The statement that got the
by evaluating the academic performance of pupils
lowest mean was airing my likes and dislikes about my
work to higher authorities with a mean of 2.86 through tests with a mean of 3.35 described as
described as moderate. moderate. The statement teaching based on the
Teachers Manual and Guides with the mean of 3.00
This implies that the challenges identified in described as moderate got the lowest ranking.
leadership and governance include consulting school
authorities, presenting complaints, eradicating negative This result reveals that both teachers and school heads
values, and maintaining positive relations with higher have challenges in conducting action research. Also,
authorities. The mean score suggests that both teachers the role of school heads is to help improves the
and school heads perceived these challenges to be teaching and learning practices and support the
significant, although school heads face slightly higher professional development of the teachers. On the other
challenges in these areas. These challenges align with hand, requiring teachers to attend in-service training at
the principle of transformational leadership theory, their own expense received the second-highest rating
which emphasizes the leader’s ability to inspire, among the statements. This indicates that teachers
motivate and create a positive organizational climate. perceive the requirement to attend in-service training
Transformational leaders can address these challenges as an important aspect of curriculum and learning,
by fostering open communication, trust, and although the notion of covering the expenses
collaborative problem-solving. themselves may be a concern for some teachers.

On the perceptions of teachers regarding leadership Evaluating the academic performance of pupils
and governance in schools, it was found that the through tests received the lowest rating among the
sourcing of funds for school repair and improvements statements. This finding suggests that teachers may
ranked first among the concerns expressed by teachers. have reservations or perceive limitations in relying
The results indicate that teachers perceive the solely on test-based evaluations for assessing students'
availability of funds for school repair and academic performance. It highlights the need for a
improvements as a crucial aspect of effective more comprehensive and varied approach to
leadership and governance. assessment that goes beyond traditional tests. On the
perspectives of school heads regarding curriculum and
From the perspectives of school heads regarding
learning, conducting action research ranked first
leadership and governance, it was found that the
among the statements. This finding suggests that
problem of sourcing funds for school repair and

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Research Article

school heads recognize the value of promoting aspects of their work received the lowest mean score
research-oriented practices among teachers to enhance among the statements, this finding suggests that
curriculum implementation and student learning teachers may perceive limitations or challenges in
outcomes. openly expressing their concerns or negative
experiences to higher authorities. This highlights the
On the academic performance of pupils through tests need for a supportive and open communication culture
ranked second among the statements. This finding that encourages teachers to address and resolve work-
highlights the importance placed by school heads on related issues.
assessing students' academic progress through test-
based evaluations. It indicates a need for reliable On the other hand, motivating oneself to pursue
measures of evaluation to inform decision-making and graduate studies received the highest mean score
support students' educational development. among the statements. This finding indicates that
teachers recognize the value of personal and
Contrastingly, teaching based on the Teachers Manual professional growth through higher education. It
and Guides received the lowest ranking among the suggests that teachers are motivated to enhance their
statements. This suggests that school heads may knowledge and skills by pursuing graduate studies,
perceive limitations or challenges associated with which can positively impact their teaching practices
solely relying on standardized manuals and guides for and overall performance. Additionally, managing the
instructional practices. It emphasizes the need for a school premises to combat littering and vandalism
balanced approach that incorporates teachers' received a mean score of 3.27, also described as
professional judgment and creativity in curriculum moderate. This finding suggests that teachers perceive
implementation. the importance of maintaining a clean and safe school
environment. It emphasizes the role of teachers in
For the accountability and continuous learning of
promoting discipline and instilling responsible
teachers, the statement of discussing my feelings with
behavior among students.
higher authorities about negative things in my work
got the lowest mean of 3.03 described as moderate. The perspectives of school heads regarding
The statement motivating myself to pursue graduate accountability and continuous learning, discussing
studies got the highest mean of 3.39, described as their feelings with higher authorities about negative
moderate, next is managing the school premises aspects of their work received the lowest rating among
against littering and vandalism got the mean of 3. 27 the statements. With a mean score of 3.08 described as
described as moderate. moderate, this finding aligns with the perceptions of
teachers. It indicates that school heads may perceive
For the school heads’ accountability and continuous limitations or challenges in providing a supportive
learning, they gave their lowest rating in the environment for teachers to openly discuss their
statements discussing my feeling with higher concerns.
authorities about negative things in my work with a
mean of 3.08 described as moderate. The statement In contrast, motivating oneself to pursue graduate
motivating myself to pursue graduate studies ranked studies ranked first among the statements, with a mean
first with the mean of 3.63 described as high, followed score of 3.63 described as high. This finding highlights
by the statement asking permission to enroll in the strong emphasis placed by school heads on
graduate studies and attending in-service training to teachers' professional development through higher
develop my skills and competencies and widen my education. It suggests that school heads recognize the
horizon with the mean of 3.39 described as moderate. benefits of supporting and encouraging teachers to
pursue graduate studies, which can contribute to their
The findings imply that the challenges identified effectiveness as educators.
include supporting school program, engaging
stakeholders, managing school premises, and personal Furthermore, the statement asks permission to enroll in
motivation for continuous learning, school heads can graduate studies and attend in-service training to
address these challenges by involving stakeholders in develop skills and competencies and widen horizons.
decision-making, fostering a sense of shared purpose, This finding emphasizes the importance of continuous
and providing opportunities for professional growth. learning and professional development for school
heads. It suggests that school heads value opportunities
On teachers' perceptions of accountability and for expanding their knowledge and competencies,
continuous learning, it was found that discussing their which can enhance their leadership effectiveness and
feelings with higher authorities about negative contribute to the overall improvement of the school.

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For the management of resources, the statement

handling of school canteen resources got the lowest
mean of 2.79 described as moderate as perceived by
the teachers. The statement budgeting of the school
MOOE is not enough to the needs of the pupils ranked management, handling school canteen resources
first with the mean of 3.34 described as moderate. received the lowest rating among the statements, this
Availability of finance is the second ranked with the finding aligns with the perceptions of teachers. It
mean of 3.31 described as moderate. indicates that school heads may also perceive
challenges or limitations in effectively managing the
School heads gave their lowest rating to the statement resources within the school canteen, highlighting the
of handling school canteen resources with the mean of need for improvement in this area. In contrast,
2.90 described as moderate. The statement budgeting budgeting the school MOOE not being enough to meet
of school MOOE is not enough to the needs of the the needs of the pupils ranked first among the
statements. This finding emphasizes the strong
pupils ranked first with a mean of 3.59 described as
concern expressed by school heads regarding budget
high, followed by the statements of the adequacy of
limitations and insufficiency in adequately meeting the
school resources ranked second with a mean of 3.45 needs of the students. It suggests that school heads
described as moderate. recognize the critical role of sufficient financial
resources in providing quality education and ensuring
The result reveals that both teachers and school heads student welfare. Additionally, the statement of
identified the challenges related to budgeting, financial adequacy of school resources ranked second among
support, school resources, and handling of the school the statements. This finding highlights the importance
canteen. School heads can address these challenges by placed by school heads on the availability and
seeking alternative funding sources, engaging the adequacy of resources to support effective teaching
community, and optimizing resource allocation and learning process inside the classroom and in the
strategies. On teachers' perceptions of resource school. It suggests the need for strategic planning and
management in schools, it was found that handling resource allocation to ensure that the necessary
school canteen resources received the lowest mean facilities, materials, and equipment are provided for
score among the statements, this finding suggests that the school community.
teachers may perceive challenges or limitations in
effectively managing the resources within the school Table 1.1 Challenges Experienced by the Teachers and
canteen. This highlights the need for improved
School Heads in the Division of Palawan.l
strategies and practices in resource allocation and
utilization to ensure the efficient operation of the
canteen.

On the other hand, budgeting the school's Maintenance

and Other Operating Expenses (MOOE) not being
enough to meet the needs of the pupils ranked first
among the statements. This finding indicates that
teachers recognize the importance of adequate
financial resources in addressing the various needs and
requirements of the students. It emphasizes the need
for sufficient budget allocation to support the
provision of quality education and essential resources
for the student’s welfare.

Furthermore, the availability of finance ranked second

among the statements. This finding suggests that
teachers perceive the availability of financial resources
as crucial for ensuring the smooth operation and
effective functioning of the school. It emphasizes the
significance of financial management and planning to
meet the diverse needs of the school community.

On the perspectives of school heads regarding resource

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learning, and management of resources. Among the

four variables of challenges, accountability, and
continuous learning ranked first among the teachers
with a mean of 3. 18 described as moderate, followed
by curriculum and learning as well as management of
resources with a mean of 3.09 described as moderate
and the least is the leadership and governance with the
mean of 2.98 described as moderate.

For the school head, accountability and continuous

learning tied with the management of resources ranked
first with a mean of 3.30 described as moderate,
followed by curriculum and learning with a mean of
3.20 described as moderate, and lastly is the leadership
and governance with a mean of 3.05 described as
moderate.

Table 1.2. Summary of challenges experienced by the

Teachers and School Heads.

Generally, it presents the summary of possible solution

as perceived by the teachers and school heads in the
areas of leadership and governance, curriculum and
learning, accountability and continues learning and
management of resources. Among the four variables of
possible solution, leadership and governance ranked
first among the teachers with a mean of 4.25 described
as high, followed by accountability and continuous
learning with a mean of 4.19 described high; followed
by management of resources with the mean of 4.14
described as high and the least is the curriculum and
learning with the mean of 4.04 described as moderate.

For the school head, leadership and governance ranked

first with the mean of 4.34 described as high;
management of resources ranked as second with the
mean of 4.29 described as high; followed by
accountability and continuous learning with the mean
of 4.27 described as high, and lastly is the curriculum
and learning with a mean of 4.15 described as high.

Level of School-Based Management practices by

Table 1.2 generally, presents the summary of
the Teachers and School Heads.
challenges experienced by the school heads and
teachers in the areas of leadership and governance,
Table 2.1 presents the level of management practices
curriculum and learning, accountability and continues
as perceived by the teachers and school head

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themselves. For teachers under good leadership, the Similarly, on the perspectives of school heads
statement ensuring the safety of the learners and regarding good leadership, ensuring the safety of
teachers inside the school premises ranked first with a learners and teachers inside the school premises
mean of 4.42 described as high. The statement received the highest ranking among the statements,
maintaining a harmonious relationship among this finding aligns with the perceptions of teachers. It
teachers, learners, and community ranked second with underscores the importance that school heads place on
a mean of 4.39 described as high. The lowest ranked is creating a secure and conducive learning environment
that supports the well-being of all individuals within
the statement utilizing the knowledge and talents of the
the school.
teachers and learners for the betterment of the school
with a mean of 4.29 described as high. Additionally, motivating teachers to act towards the
goals of the Department of Education ranked second
School heads perceived good leadership that the
among the statements. This finding highlights the
statement of ensuring the safety of the learners and
shared understanding between teachers and school
teachers inside the school premises got the highest heads regarding the importance of aligning individual
rank with a mean of 4.61 described as very high; efforts with broader educational objectives. It
followed by the statement motivating teachers to act emphasizes the role of leadership in inspiring and
towards the goal of the Department of Education with empowering teachers to contribute to the overall vision
the mean 4.59 described as very high, the least among and mission of the education system.
the school heads was the statement influencing the
teachers to be a role model or good example to the Contrastingly, influencing teachers to be role models
learners with the mean of4.51 described as very high. or good examples to learners ranked lowest among the
statements. This finding suggests that school heads
This result implies that effective leadership plays a may perceive challenges or complexities in modeling
crucial role in fostering positive relationships, ensuring behavior and influencing teachers' professional
a safe learning environment, motivating teachers, and conduct. It underscores the importance of providing
leveraging the skills and abilities of everyone for guidance and support to teachers in their role as
school improvement. On teachers' perceptions of good mentors and positive role models for students.
leadership, ensuring the safety of learners and teachers
inside the school premises ranked first among the Management of performance as perceived by the
statements, this finding highlights the importance that teachers. The statement maintaining the good status of
teachers place on creating a safe and secure learning the school got the highest ranked with the mean of
environment. It emphasizes the role of effective 4.32 described as high; followed by the statement
leadership in prioritizing and implementing measures rewarding and giving recognition for those teachers
to ensure the physical and emotional well-being of all and learners that possess a good performance with a
stakeholders. mean of 4.28 described as high and the statement
reviewing and evaluating the process used to achieve
Similarly, maintaining a harmonious relationship the goal of the school got the least ranked with the
among teachers, learners, and the community ranked
mean of 4.19 described as high.
second among the statements. This finding suggests
that teachers recognize the value of positive Management performance as perceived by the school
interpersonal relationships in fostering a supportive heads. The statement planning the school goal and
and inclusive school environment. It emphasizes the
objectives that anchor to the mission, the vision of the
role of leadership in promoting collaboration,
Department of Education ranked first with a mean of
cooperation, and mutual respect among all members of
4.57 described as very high, followed by the statement
the school community. On the other hand, utilizing the
knowledge and talents of teachers and learners for the monitoring and tracking the progress of the school
betterment of the school ranked lowest among the eradicating obstruction to the progress with the mean
statements. This finding suggests that while teachers of 4.47 described as high. The statement reviewing and
may acknowledge the importance of leveraging their evaluating the progress used to achieve the goal of the
expertise and the potential of learners, they may school is tied up to maintaining the good level of the
perceive challenges or limitations in fully utilizing school got the lowest rank with the mean of 4.31
these resources. It underscores the need for effective described as high.
leadership strategies that promote and harness the
diverse talents and skills within the school community. The findings imply that school heads need to plan

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strategically, monitor progress, evaluate processes and Contrastingly, reviewing and evaluating the progress
provide recognition to teachers and learners to ensure used to achieve the school's goals, which is tied up to
effective management performance and continuous maintaining the good level of the school, ranked
improvement. Good leadership fosters a conducive lowest among the statements. This finding suggests
learning environment and facilitates school that school heads may also perceive challenges or
improvement. On teachers' perceptions of management complexities in effectively reviewing and evaluating
performance, maintaining the good status of the school progress while maintaining high standards for the
ranked highest among the statements, this finding school. It underscores the importance of establishing
highlights the importance that teachers place on robust evaluation processes that balance accountability
preserving and enhancing the reputation and overall and continuous improvement.
quality of the school. It emphasizes the role of
effective management in creating an environment Teachers perceived under delivery of basic education,
conducive to academic excellence and positive school the statements valuing the good moral character
culture. among teachers and learners got the highest rank with
a mean of 4.40 described as high, followed by the
Similarly, rewarding and giving recognition for statement adopting lifelong learning skills among the
teachers and learners who demonstrate good learners with a mean of 4.31 described as high. The
performance ranked second among the statements. statement delivering modalities that the school can
This finding suggests that teachers value the adopt is the least ranked with the mean of 4.22
acknowledgment and appreciation of their efforts and described as high.
the achievements of their students. It emphasizes the
role of management in providing incentives and For the school heads, the statements about delivering
recognition programs that promote motivation, basic education in a language that is understood by the
engagement, and a sense of achievement among learners and valuing good moral characters among
stakeholders. On the other hand, reviewing and teachers and learners got the first rank with a mean of
evaluating the process used to achieve the school's
4.47 described as high and the statement that got the
goals ranked lowest among the statements. This
last ranked is the adopting scientific values and
finding suggests that while teachers may recognize the
attitude with the mean of 4.27 described as high.
importance of continuous improvement and reflection,
they may perceive limitations or challenges in
The result implies that the school should focus on
effectively reviewing and evaluating existing
adopting effective delivery modalities, promoting
processes. It underscores the need for robust inclusive language, integrating lifelong learning skills,
assessment and evaluation mechanisms that support cultivating moral character, and instilling scientific
evidence-based decision-making and facilitate ongoing values and attitude among learners. On teachers'
improvement. On the perspectives of school heads perceptions of the delivery of basic education, valuing
regarding management performance, planning the good moral character among teachers and learners
school's goals and objectives that anchor to the received the highest ranking among the statements.
mission and vision of the Department of Education This finding highlights the importance that teachers
received the highest ranking among the statements, place on instilling and promoting ethical values within
this finding aligns with the perceptions of teachers. It the school community. It emphasizes the role of a
underscores the importance that school heads place on positive moral climate in nurturing students' character
strategic planning and aligning the school's direction development and fostering a conducive learning
with broader educational goals and mandates. environment.

Additionally, monitoring and tracking the progress of Similarly, adopting lifelong learning skills among
the school and eradicating obstacles to progress ranked learners ranked second among the statements. This
second among the statements. This finding highlights finding suggests that teachers recognize the
the shared understanding between teachers and school significance of equipping students with skills and
heads regarding the significance of ongoing attitudes that promote continuous learning and self-
monitoring, assessment, and intervention to ensure improvement. It underscores the role of education in
continuous improvement. It emphasizes the role of preparing students for lifelong learning in an ever-
management in proactively identifying and addressing changing world.
challenges that hinder progress toward achieving the
school's goals. On the other hand, delivering modalities that the

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school can adopt ranked lowest among the statements.

This finding suggests that teachers may perceive
challenges or limitations in effectively implementing
various teaching approaches and modalities. It
emphasizes the need for school management to
support teachers in adopting innovative and effective
instructional strategies that align with the school's
resources and context. On the part of the school heads'
perceptions of the delivery of basic education were
explored. Delivering basic education in a language
understood by the learners and valuing good moral
character among teachers and learners received the
highest ranking among the statements. This finding
highlights the shared importance placed by both
teachers and school heads on using a language that is
accessible and comprehensible to the learners. It Generally, it presents the summary level of
emphasizes the role of effective communication in management Practices as perceived by the teachers
and school heads in the areas of good leadership,
enhancing learning outcomes and creating an inclusive
management performance, and delivery of basic
learning environment. education. Among the three variables of the level of
management practices, good leadership ranked first
Conversely, adopting scientific values and attitudes among the teachers with a mean of 4.35 described as
ranked last among the statements. This finding high, followed by delivery of basic education with a
suggests that school heads may perceive challenges in mean of 4.31 described as high; and the least is the
effectively promoting scientific values and attitudes management performance with the mean of 4.25
among teachers and learners. It underscores the need described as high. For the school head, good
for continuous professional development and support leadership ranked first with a mean of 4.56 described
as very high; management performance ranked as
to foster a culture of inquiry, critical thinking, and
second with a mean of 4.41 described as high; and
evidence-based decision-making within the school lastly the delivery of basic education with a mean of
community. 4.40 described as high.

Table 2.1 Level of School Based-Management Table 2.2. Summary of Level of Management Practices
Practices

School Based-Management best practices by the

School Heads.

Table 3.1 presents the School Based-Management best

practices as perceived by the school heads. The
statement stakeholder’s engagement got the highest
rank, 35 (68.63%) followed by statement
benchmarking to another school 30 (58.82%). The
statement all-year poster School Based-Management
of got the lowest ranked, 3 (5.88%). The result implies
that the high percentage of stakeholder engagement

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Research Article

implies a strong involvement and collaboration

between the school and various stakeholders such as a
parent, community member, and local organizations
The benchmarking to a model school suggest a focus
on learning from successful school and adopting their
best practices to improve school performance and
Table 3.1. School Based-Management best practices
gaining new ideas to be adopted by your school.
by the School Heads
The results of this study highlight the significance of
stakeholder engagement and benchmarking in the
context of school-based management. The high
ranking of the statement on stakeholder engagement
indicates the recognition of the importance of
involving various stakeholders, such as parents,
community members, and school staff, in decision-
making processes and activities related to school
improvement. This finding aligns with the literature
emphasizing the positive impact of stakeholder
engagement on school performance and student
outcomes.

The results emphasize the importance of creating

strong partnerships between schools and their
stakeholders, as it leads to increased trust,
collaboration, and support for educational initiatives.
Similarly, the high ranking of the statement on
benchmarking to other schools suggests a recognition
of the value of learning from successful schools and
adopting their best practices. Benchmarking allows
schools to identify areas for improvement, set School Based-Management Best management
performance targets, and learn from schools that have practices by the Teachers
achieved desired outcomes.
Table 3.2. presents the best management practices. The
Further emphasizes the significance of using evidence-
statement Gulayan sa Paaralan 143 (49.83%), next is
based practices and learning from effective schools to
enhance teaching and learning processes. transparency and good governance 140 ( 48.78%),
Benchmarking provides schools with opportunities to followed by conduct PTA meeting regularly 103 (
assess their own performance, identify strengths and 35.89%), next is a tied score of having monthly faculty
weaknesses, and make informed decisions to improve meetings and home visitation 98 (43.15%), MOOE is
their practices. liquidated promptly 89 (31.01%), participation of
stakeholders in school is highly seen 87 (30.31%),
On the other hand, the low ranking of the statement on proper waste segregation 78 927.18%), maintain the
all year poster School-Based Management indicates
cleanliness of the school, gulpimano of the parents 58
lower perceived importance or relevance of this
( 20.21%), and lastly conducted the regular meeting,
specific activity. While the reasons for this low
consultation and LAC Session 55 (19.16%).
ranking are not explored in this study, it suggests the
need for further examination of the effectiveness and
impact of this particular approach to School-Based
Management. Future research could explore alternative
strategies or activities that may better engage
stakeholders and support effective School-Based
Management practices.

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Research Article

Table 3.2. School Based-Management Best implications for promoting effective school
management practices as perceived by the governance, stakeholder engagement, and sustainable
practices within the educational setting.
teachers
The high ranking of the statement Gulayan sa Paaralan
indicates the recognition of the importance of
integrating gardening activities within schools. The
results practice aligns with school gardening programs,
which highlights the benefits of such initiatives in
promoting environmental awareness, fostering healthy
eating habits, and providing hands-on learning
experiences for students School gardens can serve as
valuable resources for experiential learning, promoting
nutrition education, and enhancing the overall well-
being of students.

The high ranking of the statement on transparency and

good governance suggests that the respondents value
accountable and transparent practices in school
management. The result emphasizes the importance of
effective leadership and good governance in schools.
Transparent governance practices foster trust,
accountability, and the involvement of stakeholders in
decision-making processes, ultimately contributing to
improved school performance and student outcomes.

The high ranking of the statement on conducting PTA

meetings regularly reflects the significance of parental
involvement and engagement in schools. The high
ranking of the statement on prompt liquidation of
MOOE highlights the significance of financial
accountability and efficient resource management in
schools. Proper handling and timely liquidation of
funds ensure transparency, prevent misuse of
resources, and contribute to the effective
implementation of educational programs (

The high ranking of the statement on the participation

of stakeholders in the school signifies the recognition
of the importance of engaging various stakeholders,
such as parents, community members, and local
organizations, in school activities and decision-making
processes. Stakeholder involvement fosters a sense of
ownership, promotes shared responsibility, and
strengthens the support network for the school

This implies that Gulayan sa Paaralan has a big impact The high ranking of the statement on proper waste
on the utilization of school resources like feeding segregation indicates the recognition of the importance
programs, it helps the school to maximize its of environmental sustainability within the school
resources. Emphasizing transparency and good community. Implementing waste segregation practices
governance practices promote accountability, fairness, promotes responsible waste management, instills
and efficient decision-making within the school. The environmental consciousness among students, and
results of this study shed light on various aspects of contributes to a cleaner and healthier school
school management and practices that are deemed environment The statement on maintaining the
important by the respondents. These findings have cleanliness of the school, gulpímano of the parents

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Research Article

emphasizes the significance of cleanliness and the Guidelines on School-Based Management Grants for Fiscal Year
2014. Retrieved fromhttps://bit.ly/2VT81eN
collective effort of parents in ensuring a clean and
conducive learning environment. Feye, D. (2019). Instructional leadership practices and challenges of
school principals in governmental secondary schools of Sidama
Lastly, the statement on conducting regular meetings, Zone. College of Education, Hawassa University, Ethiopia.
consultations, and LAC (Learning Action Cell) Garcia, V., & Rodriguez, C. (2022). Response to intervention and
sessions highlights the importance of professional continuous school improvement: Using data, vision, and leadership
collaboration, continuous improvement, and the to design, implement, and evaluate a schoolwide prevention system.
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Hernandez, E.M. A. (2013). The leadership roles of secondary
Collaborative professional development activities, school department heads at two government schools in Belize.
such as LAC sessions, provide opportunities for University of North Florida.
teachers to share experiences, learn from one another
Manard, C. & Wieczorek, D. (2018). Instructional leadership
challenges and practices of novice principals in rural schools.
Journal of Research in Rural Education.
Conclusion
Marks, H. M., & Printy, S. M. (2013). Principal leadership and
school performance: An integration of transformational and
(1) School heads and teachers experienced challenges instructional leadership. Educational administration quarterly, 39
mostly in accountability and continuous learning.(2) (3). doi:10.1177/0013161X03253412
School Heads and Teachers have a high level of Ibrahim, J (2016). “School-Based Management in the Asian
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(3) School Based-Management orientation program
Robert, S. and C. Peter (2019), “School-Based Management
and seminar and workshop about school Based-
Practices of Selected School Managers,” unpublished thesis, NTC.
Management implementation is mostly practiced in
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Hallinger, P. (2005). Instructional leadership and the school
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curriculum and learning, accountability and continuous -1- Smith.pdf on June 22, 2019 at 01:19 p.m
learning, and management of resources. These
challenges are important factors that need to be Affiliations and Corresponding Information
addressed for effective school management and Glenda D. Manzano
improvement. Cabigaan Elementary School
Department of Education - Philippines
References Carolyn M. Illescas
College of Education, Western Philippines University
Branch, G, Hanushek, E., & STEVEN G. RIVKIN, S.G (2013).
School Leaders Matter: Measuring the impact of effective principals.
Education Next 13(1)

Department Of Education Order Number 45 Series of 2015.

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