Empowering Schools for Success: School-Based Management Practices of Public Schools in Camarines Norte

This study assessed the School-Based Management (SBM) practices of public elementary and secondary schools in the Division of Camarines Norte with the aim of identifying best practices and proposing a handbook intervention. Specifically, it sought to answer the following: (1) What is the Extent of understanding of the principles and practices of SBM in terms of vision and purpose, features, structures and roles, and support systems? (2) What is the extent of SBM implementation along leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources? (3) Is there a significant relationship between understanding and implementation of SBM? (4) What best practices are evident in SBM implementation? (5) What challenges are encountered by teachers and school heads? and (6) What intervention may be proposed to strengthen SBM practices? A quantitative-descriptive correlational design complemented by thematic analysis was employed, involving six school heads and forty-four teachers purposively selected from SBM implementer schools. Findings revealed that respondents demonstrated excellent understanding of SBM in terms of vision and purpose (OWM = 4.27) and structures and roles (OWM = 4.22), while features (OWM = 4.15) and support systems (OWM = 4.16) were at a good Extent. SBM implementation was rated Exemplary across all dimensions, with curriculum and learning highest (OWM = 4.15). A significant positive relationship (p < 0.01) was found between understanding and implementation. Best practices included collaborative leadership, contextualized curriculum, participatory accountability, and transparent resource management, while challenges included limited stakeholder participation, inadequate human resources, insufficient funding, and difficulty in securing external resources. Based on these, a School-Based Management Handbook was proposed to consolidate policies, processes, and tools for more consistent implementation

School-Based Management, leadership and governance, curriculum and learning, accountability

1. Abdullah, A. G. K. (2020). School-based management (SBM) practices in Malaysia: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 10(9), 822–838. http://dx.doi.org/10.6007/IJARBSS/v10-i9/7870 [Google Scholar] [Crossref]

2. Caldwell, B. J. (2005). School-based management (Vol. 3). UNESCO International Institute for Educational Planning. https://unesdoc.unesco.org/ark:/48223/pf0000141025 [Google Scholar] [Crossref]

3. De Guzman, A. B. (2006). Reforms in Philippine basic education viewed from key elements of successful school-based management (SBM) schools. Educational Research for Policy and Practice, 5(1), 55–71. https://doi.org/10.1007/s10671-006-6985-2 [Google Scholar] [Crossref]

4. Department of Education. (2012, November 29). DepEd Order No. 83, s. 2012: Implementing guidelines on the revised School-Based Management (SBM) framework, assessment process and tool (APAT). https://www.deped.gov.ph/2012/11/29/do-83-s-2012-implementing-guidelines-on-the-revised-school-based-management-sbm-framework-assessment-process-and-tool-apat/ [Google Scholar] [Crossref]

5. Dulog, S. M. (2024). The challenges and opportunities in educational administration: A perspective from the Philippines. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 1(3), 79–84. https://doi.org/10.5281/zenodo.11045569 [Google Scholar] [Crossref]

6. Maca, M. N. (2019). School-based management in the Philippines: Fostering innovations in the public education system. Romblon State University Research Journal, 2(1), 35–59. https://doi.org/10.58780/rsurj.v2i1.10 [Google Scholar] [Crossref]

7. Patrinos, H. A. (2019). School-based management and learning outcomes: Experimental evidence from Colima, Mexico. World Bank Research Paper. https://documents1.worldbank.org/curated/en/316261560168539394/pdf/School-Based-Management-and-Learning-Outcomes-Experimental-Evidence-from-Colima-Mexico.pdf [Google Scholar] [Crossref]

8. Republic of the Philippines. (2001, August 11). Republic Act No. 9155: An act instituting a framework of governance for basic education, establishing authority and accountability, renaming the Department of Education, Culture and Sports as the Department of Education, and for other purposes. The Lawphil Project. https://lawphil.net/statutes/repacts/ra2001/ra_9155_2001.html [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study