The Problem of Ma’am Ligaya
▪ Mabuhay Elementary School had very low MEAN
PERCENTAGE SCORE (MPS) in the last Grade 6 exit
examination. Pupil tardiness and absences are rampant. Truancy
is another problem as some pupils cut classes because they
spend their time playing video games in the computer shops
nearby. Absences are also rampant. Children claim they are told
to absent by their parents to do rice planting and harvesting.
▪ Feeling helpless, Ms. Ligaya called on teachers, parents and
leaders of the community for a meeting. In the meeting, she
presented the problems of the school and asked for help to
improve school performance. There were many suggestions
given. So these were written down in a simple matrix like the one
in the next slide:
PROBLEM CAUSE OBJECTIVE ACTIVITY PERSONS RESOURCES TIMEFRAME EXPECTED
INVOLVED NEEDED OUTCOME
TARDINESS LATE RISING TO REDUCE PTA ZERO
DUE TO TV; TARDINESS MEETING TARDINESS
DISTANCE TO ZERO ON APRIL
OF HOME TO 30
SCHOOL;
COMPUTER
SHOP
ABSENTEEISM GAMES IN TO REDUCE MAY 15 UNEXPECTED
UNEXCUSED ABSENCES
COMPUTER REDUCED TO
SHOPS; ABSENCES TO
ZERO
ZERO
PUPILS’
LACK OF
INTEREST TO
GO TO
SCHOOL;
WORK IN
THE FARM
▪ The Local Government Code of 1991 (RA 7160)
provided for a more responsive local government
structure through a system of decentralization where
local governments are given more power, authority,
responsibilities and resources. Likewise with the
introduction of School-Based Management in
Philippine Schools, schools are given more power to
direct their affairs with learning and development of
learners as ultimate goal.
THE MEANING OF SCHOOL-BASED MANAGEMENT
(SBM)
▪ School-Based Management (SBM) is defined as
“decentralization of decision-making authority from
central, regional and division levels to individual schools,
uniting school heads, teachers, students as well as
parents, the local government units and the community
in promoting effective schools.
SBM and the PRINCIPLE OF SUBSIDIARITY
▪ This principle holds that “nothing can be done as well by a
smaller and simpler organization. In other words, any activity
which can be performed by a more decentralized entity
should be done by more decentralized entity”. Those in the
higher unit are far removed from the scene and are therefore
not as involved and as informed as those from those below.
FEATURES OF SBM
Shared Vision
▪ is the collective dream of major stakeholders for the school. It is
the unifying and sustaining factor that upholds the values, beliefs
and culture of the school community.
Shared Mission
▪ It is the commitment to pursue necessary tasks in realizing the
vision.
Shared Decision Making
▪ it means ownership of decisions by a team of stakeholders. It is an
effort to transform conventional school organizations into pro-
active Learning Communities (LCs).
Collaboration
▪ it is the joint effort of stakeholders in working together
toward improving learning outcomes.
Autonomy
▪ it means stakeholders are free to govern the school as mandated
by R.A. 9155 (“Governance of Basic Education Act of 2001.”),
subject to a set of implementing rules and regulations of the
Department of Education. Others call this decentralization.
Accountability
▪ It is the acknowledgement and assumption of
responsibility for all actions, decisions, policies, outputs
and outcomes.
SIX DIMENSIONS OF SBM
1.School Leadership
2.Internal Stakeholders
3.External Stakeholders
4.School Improvement Process
5.Resource Management
6.Performance Accountability
1. School Leadership
▪ Every school must be led by a school head.
2. Internal Stakeholders
▪ Internal stakeholders are the school heads, teachers,
students and parents of students and their
associations who directly work for the improvement of
school performance.
3. External Stakeholders
▪ External stakeholders are composed of community
members, people from non-governmental organization
or NGOs, and the local government officials who have
a stake in the education of the children. Their
participation in the strategic planning for school
improvement and attainment of learning outcomes is
crucial.
4. School Improvement Process
▪ The School Improvement Process puts in place a
continuing systematic method of upgrading the
delivery of educational services at the school level. It
involves analysis of school needs, planning and
implementing appropriate actions.
5. Resource Management
▪ Allocating, sourcing and managing resources is a major dimension
of SBM. Resources could be human, material and financial which
are necessary for school operation. With so much to do and with
very limited resources, the need for resource generation, its
judicious allocation and utilization is imperative. Financial resources
of schools may come from the General Appropriations Fund,
regular Maintenance and Other Operating Expenses (MOOE), local
government allocation, Special Education Fund (SEF), community
contributions, grants and other income-generating projects.
6. Performance Accountability
▪ The school heads’ periodic reporting to stakeholders of
school performance especially learning outcomes of
students is crucial.
WHY IS SCHOOL-BASED
MANAGEMENT IMPORTANT?
▪ With more responsibilities dissolved to schools through SBM,
schools have greater autonomy and flexibility in managing their
operations and resources towards school development.
▪ Additional autonomy makes schools more transparent in their
operations and accountable to the community for their performance
and proper use of funds as Quality of school education directly
impact students’ learning outcomes.
LEGAL BASIS OF SBM
Legal Bases of SBM
▪ 1. The Local Government Code of the Philippines (R.A. 7160) enables communities to
be more effective partners in the attainment of national goals.
▪ 2. The Medium-Term Philippine Development Plan (MTPDP 2004-2010) requires
localized educational management that would enable schools to focus on enhancing
initiative, creativity, innovation and effectiveness.
▪ 3. Governance of Basic Education Act (R.A. 9155) emphasizes decentralization of
school governance.
▪ 4. Basic Education Sector Reform Agenda (BESRA) provides a package of policy
reforms focused on Key Reform Thrusts (KRTs). KRT I deals on continuous school
improvement through active involvement of stakeholders. It is anchored on the principle
that those who are directly involved in and affected by school operations are in the best
position to plan, manage and improve the school.
▪ 5. The Schools First Initiative (SFI) of 2004 empowers educational leaders and
stakeholders to focus on school improvement and total well-being of school children.
WHAT DO YOU THINK ARE THE
CONDITIONS FOR THE SUCCESS
OF SCHOOL BASED
MANAGEMENT?
▪ the following must be present for SBM to succeed in schools.
⮚have basic resources;
⮚have developed an effective school support system;
⮚are provided with regular information on their performance;
⮚are given advice on how they may improve; and
⮚emphasize the motivational element in the management work
of the principal.
THE FUNCTIONS OF SCHOOL HEAD
MATRIX OF SBM DIMENSIONS BY
SCALE OF PRACTICE
FACTORS THAT CONTRIBUTE TO
SCHOOL EFFECTIVENESS
Research findings point to the following factors that spell
school effectiveness:
▪ Human Factors- These include a dynamic school head, highly selected
competent and committed teachers, highly motivated pupils with high
expectations, and a supportive community.
▪ Non-human Factors, processes- These refer to clear and shared vision-
mission (focus), high expectations/ambitious standards, emphasis on
accountability, aligned curriculum, instruction and assessment with
state/DepEd standards, efficiency or optimal utilization of resources and
facilities, collaboration and communication, focused professional
development, and global and future orientation.
