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School-Based Management in the Operations and Performance of Public

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 PROCEEDINGS JOURNAL OF EDUCATION, PSYCHOLOGY AND SOCIAL SCIENCE
RESEARCH

www.e-journaldirect.com

Open Access
ISSN 2423-1924
Presented in
2nd International Conference in Education, Psychology, and Social Science (ICEPSS)
International Research Enthusiast Society Inc. (IRES Inc.)
May 22-23, 2015

School-Based Management in the Operations And Performance of Public

Elementary Schools

Maeda Langguyuan Kadtong

Teacher I
Schools Division of Cotabato City
Tamontaka Central School
Cotabato City

Abstract
The study aimed to assess the implementation of School-Based Management in terms of school operations and
performance in the Division of Cotabato City. Specifically, it was an assessment of SBM implementation in term of
five dimensions and school operations in terms of five areas. Descriptive correlation design was used in order to
see relationships of the variables included in the study. Survey questionnaires were distributed to the respondents
in six public elementary schools in the Division of Cotabato City.

Findings show that all the schools are SBM-PASBE accredited with level 1 of practice. In general, SBM is
implemented according to the guidelines set by DepEd. As to the SBM implementation in its five dimensions, data
shows that the five dimensions of SBM were observed and practiced often by the schools under this study.
Considering the frequency of practice in the five areas of school operations, data revealed that teachers and
parent-respondents rated this as seldom based on the grand mean score. The description implies low
performance in school operations.

Keywords: School-based management, school operations and performance

Maeda Langguyuan Kadtong*

mkadtong@yahoo.com
Paper Reference AP17EF97
*Corresponding Author

Published by Sons and Daughters Publishing House Inc.

© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
 WWW.E-JOURNALDIRECT.COM Maeda Langguyuan Kadtong
Paper Reference Number: AP17EF97
ISSN 2423-1924

Introduction
School-Based Management (SBM) is an organizational strategy to improve education by transferring significant
decision-making authority from state and district offices to individual schools. SBM provides principals, teachers,
students, and parents greater control over the education process by giving them responsibility for decisions about
the budget, personnel, and the curriculum. Through the involvement of teachers, parents, and other community
members in these key decisions, SBM can create more effective learning environments for children (Worldbank,
2007). The underlying principles of the said program is that the people directly involved and affected by school
operations are the best persons to plan, manage and improve the school (Bernaldez, M 2011). Therefore, SBM is
related to public relation to strengthen the stakeholder’s participation in the school programs and projects.

The said program was being implemented in several developing countries all over the world. In Australia, the
program was being implemented in early 1960s and 1970s in various states. Some schools experimented with
more open and participatory relationships with parents and school communities, with the creation of school
councils. There was also some talk of more autonomy for school principals in running their schools. It was with
the help of Australian government that SBM was introduced through the BEAM progam. School-Based
Management (SBM) has five dimensions such as: Dimension 1- School Leadership, Dimension 2 Stakeholders
(Internal and External), Dimension 3- School Improvement Plan, Dimension 4- School Management of
Resources, Dimension 5 – School Performance Accountability (Manual on School Governing Council, 2012).

In the Philippines, some issues besetting the school system, especially the public school include high drop- out
rate, quality educational service, high repetition rate, and limited holding capacity of the schools. Over the past
decades many initiatives and reform efforts have been implemented to address these problems. One key
response of the national government is the adoption and implementation of School-Based Management (SBM)
anchored on the decentralization trend of the 70’s. SBM was officially implemented as a governance framework of
DepEd with the passage of R.A. 9155 in 2001 as legal cover. Third Elementary Education Program (TEED),
Secondary Education Development and Improvement Project (SEDIP) and Basic Education Assistance for
Mindanao (BEAM) - three pilot projects implemented by DepED- support the SBM as a viable structure reform
intervention used to improve the quality of education in the public school so as to produce functionally literate
Filipinos.

The Division of Cotabato City in Deped Region XII implemented the School-Based Management in 2008 with
DepEd Order 64, s. 2008 the Allocation for FY 2007 Budget and DepEd Order No. 55, s. 2008 also known as
Guidelines on School-Based Management (SBM) Grant, a key component of Basic Education Sector Reform
Agenda or BESRA. Several seminars, trainings and orientations were conducted to provide the school heads
both elementary and secondary necessary knowledge and skills to implement the School-Based Management in
their respective schools.

In spite of the implementation of School-Based Management in the said division where individual schools are now
decentralized and school leaders together with stakeholders are given full authority and power to run the school,
still many school issues have not been facilitated. These issues are the poor access to education, grade repetition
of students, and low achievement rate based on the data base of the division. Insufficient number of classrooms
is also one of the identified issues which still the Department of Education consider a problem despite the SBM
implementation. In fact PSA Fact Sheet dated June 9, 2014, reported that the classroom- pupil ratio in the said
division is 1:65 and there is a need of about 205 classrooms. The large class size, lack of materials, and lack of
parental follow-up were also identified as problems.

Statement of the Problem

The study aimed to assess the implementation of School-Based Management in terms of school operations and
performance in the Division of Cotabato City. Specifically, the study seeks to answer the following questions:
1. What is the school profile in terms of: a) number of years in operation, b) number of teachers, c) number of
students, d) accreditation, e) level of school accreditation, and f) number of staffs?

Published by Sons and Daughters Publishing House Inc. 191

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Paper Reference Number: AP17EF97
ISSN 2423-1924

2. How do the schools implement the five dimensions of School-Based Management? To what extent are the five
dimensions of School-Based Management implemented?
3. How frequent do the schools practice SBM in relation to their operation in the areas of (a) communication, (b)
decision-making, (c) transparency, (d) school safe and orderly environment, (e) school equipments and physical
facilities?
4. What is the performance of the school in NAT and enrolment rate in the last three years?
5. Is there significant relationship between School-Based Management implementation and school operations?
6. Is there significant relationship between School-based Management five dimensions to school performance in
terms of NAT and Enrolment rate?

Hypotheses
The following null hypotheses are proposed in the study:
1. There is no significant relationship between School-Based Management
implementation and school operations in terms of (a) communication, (b) decision-making, (c) transparency, (d)
school safe and orderly environment, (e) school equipments and physical facilities.
2. There is no significant relationship between School-Based Management dimensions and school performance in
terms of a) NAT and b) Enrolment rate.

Significance of the Study

The researcher finds this study important because it assessed the implementation of the School-Based
Management in terms of the school operations and performance in the Division of Cotabato City.

The Department of Education specifically DepEd Division of Cotabato City may use data as bases for policy
making and program planning for schools to strengthen and improve corporation among parents, students,
teachers, community stakeholders and the school head to work together towards continuously improving student
learning outcomes.

The results may further help the school administrators to review the existing motivational policies and practices
with a hope that they can enhance their school public relation so that they can provide the opportunity and the
environment to: (a) develop shared responsibility in the children’s learning and holistic development and (b)
encourage and facilitate effective community stakeholder participation in school improvement process focused on
children’s learning and welfare.

Scope and Limitation of the Study

This study is primarily concerned about the assessment of the implementation of School-Based Management with
reference to school operations and perfomance of the schools.

The researcher limited her study to School Heads and teachers. It included the Kindergarten to Grade VI
including the relieving teachers from the identified schools. Parents or pupil’s guardians in the six School Districts
of Division of Cotabato City were also considered as respondents. The main source of data in responding to the
research questions was a survey questionnaire which was self-made and tested for validity and reliability. These
were supplemented by data from the Focus Group Discussion and Key Informant interviews conducted.

The public elementary schools identified were District III- Notre Dame Village Central Elementary School, District
IV- Rojas Central Elementary School, District V – Lugay-Lugay Central School, District VI – Tamontaka Central
School, District VII – Datu Siang Central School and District VIII – Vilo Central Elementary School. It makes use
of quota sampling to parents.

Methodology
Research Design
The study used the descriptive correlation design. The correlation is used to find out the relationship of SBM
implementation to the school operations and performance.

Published by Sons and Daughters Publishing House Inc. 192

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 WWW.E-JOURNALDIRECT.COM Maeda Langguyuan Kadtong
Paper Reference Number: AP17EF97
ISSN 2423-1924

Locale of the Study

The study was conducted in the six (6) selected public elementary schools in the Division of Cotabato City. The
selected schools are: Notre Dame Village Central Elementary School, Rojas Central Elementary School, Lugay-
Lugay Central School, Tamontaka Central School, Datu Siang Central School and Vilo Central Elementary
School. The selection of the study schools was based on the assumption that these schools were included among
twenty-three (23) public elementary schools that are recipient of SBM program and at the level 1 of practice on
SBM-PASBE.

Research Respondents
The main participants of the study were the six (6) school heads, two hundred sixty two (262) teachers, three
hundred fifteen (315) parents or guardians of pupils with a total of five hundred eighty three (583) respondents in
the selected public elementary schools.

Sampling Design
The study utilized cluster sampling technique from one school division to six (6) School Districts to one school per
district. All six (6) school heads and two hundred six two (262) teachers of the six selected schools were included
in the sample. The researcher used quota sampling techniques for selection of the 315 parent-respondents.

Instrumentation
The study used the DepEd data and self-made survey questionnaire. The researcher used three (3) sets of
survey questionnaire, first for the school heads, second for the teachers and third for the parents or guardians of
the students.

Validation of the Instrument

The draft of the questionnaire was submitted to the School Head and Master Teacher for corrections and
revisions. All the comments and suggestions were incorporated in the instrument. It was submitted for revision to
the experts for final approval. The questionnaire was approved and was conducted to the school not participating
in the study. The questionnaire passed the validity test.

Reliability of the Instrument

The final revised instrument of SBM five dimensions and five areas of school operations was pilot tested to
determine its reliability. A total of 10 respondents of the SBM Program who were not participants of the actual
conduct of the study participated in the pilot-test. Using the Cronbach’s Alpha method with value of .751 for the
five (5) dimensions of SBM and .722 for the school operations, the result is highly reliable.

Statistical Treatment of Data

The data gathered from the survey questionnaire was analyzed using the Statistical Package for Social Sciences
(SPSS) Software.

Data to research problems 1 and 4 on school profile, performance of schools in National Achievement Test and
three years schools’ enrolment made use of descriptive statistics such as group frequency distribution and
percentage.

Data to research problems 2 on extent of the SBM implementation and assessment of SBM to the school
operations five (5) areas were treated using mean, standard deviation.

Research Problem 5 and 6 on determining the significant relationship between five dimensions of SBM and five
(5) areas of school operations and between SBM and school performance were treated using Pearson Product-
Moment Correlation Coefficient.

Published by Sons and Daughters Publishing House Inc. 193

© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
 WWW.E-JOURNALDIRECT.COM Maeda Langguyuan Kadtong
Paper Reference Number: AP17EF97
ISSN 2423-1924

Results and Discussion

Based on the gathered data, the following are the major findings of the study:
1. The public elementary schools under study haven operated for an average number of 53 years and have an
average number of 45 teachers, 1,775 pupils and 5 staffs for school year 2014-2015. Findings show that all the
schools are SBM-PASBE accredited with level 1 of practice.

2. In general, SBM is implemented according to the guidelines set by DepEd.

3. As to the SBM implementation in its five dimensions, data shows that the five dimensions of SBM were
observed and practiced often by the schools under this study.

4. Considering the frequency of practice in the five areas of school operations, data revealed that teachers and
parent-respondents rated this as seldom based on the grand mean score. The description implies low
performance in school operations.

5. In terms of the three years NAT and enrolment rate schools performance, data shows that the overall NAT
average score of six schools is 77.29 percent, described good. For enrolment rate, data revealed that Notre
Dame Village Central Elementary School (NDVCES) obtained the highest average enrolment rate for the three
consecutive school years which is 2,397 followed by Vilo Central Elementary School with an average enrolment
rate of 2,38.

6. In terms of correlation of six dimensions of SBM to the five areas of school operations, data revealed that six
dimensions of SBM and five areas of school operations are highly correlated and statistically significant. This
finding rejects the first null hypothesis which states that “There is no significant relationship between School-
Based Management implementation and school operations in terms of (a) communication, (b) decision-making,
(c) transparency, (d) school safe and orderly environment, (e) school equipments and physical facilities.”

7. In terms of correlation between the SBM six dimensions to the Grade VI pupils National Achievement Test
results, data has shown that all the six dimensions of SBM and NAT results are statistically not significant and
have strong negative correlation. Therefore, finding accepts the second null hypotheses which state that “There is
no significant relationship between School-Based Management dimensions and school performance in terms of
NAT.”

8. The correlation between SBM five dimensions and Enrolment rate have a strong correlation and are statistically
significant particularly in school leadership and school performance accountability. The correlation between
stakeholders, school improvement plan and management of resources and enrolment rate found have a strong
correlation but statistically not significant. This finding partly rejects the second null hypotheses. This implies that
school leadership and school performance accountability are significantly related to the enrolment rate.

Conclusions
Considering the major findings of the study, the researcher advances the following conclusions:

First, SBM is implemented in the Division of Cotabato City in its five dimensions specifically higher in school
performance accountability, school improvement plan and school leadership but low in stakeholders and
management of resources. Second, in terms of school operations, often observed is school safe and orderly
environment but there is a need to enhance school transparency, decision-making, school equipments and
physical facilities and school communication. Third, SBM and NAT are not statistically significantly related,
although there was increase in NAT performance. Fourth, although enrollment increased in all five schools under
this study, it cannot be significantly related to all the five dimensions of SBM except to school leadership and
school performance accountability, therefore school leadership and school performance accountability may be
significant to increase of school enrolment. Fifth, overall, SBM as a program has contribution to school operations
and performance.

Published by Sons and Daughters Publishing House Inc. 194

© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
 WWW.E-JOURNALDIRECT.COM Maeda Langguyuan Kadtong
Paper Reference Number: AP17EF97
ISSN 2423-1924

Recommendations
In the light of the findings and conclusions drawn from the results of the study, the DepEd should strengthen the
implementation of SBM with different schools through the following actions:
1. The school heads need to enhance their leadership skills to ensure that the school runs effectively and
efficiently. They need to know how to access funds for budgetary needs from a variety of sources in order to
provide resources for teaching and learning.
2. The schools under this study need to enhance their communication procedures in order to encourage more
participation and cooperation of their respective stakeholders.
3. The school transparency also needs to be enhanced and the stakeholders must be given more chance to
participate and involved in school decision-making.
4. The SBM has to continue as a program to improve school operations.
5. The SBM dimensions should strictly be followed in order to improve school performance indicators.

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