The COVID-19 pandemic has resulted in the heaviest disruption of education systems ever in

history. Kasama na ang San Gabriel Elementary School, the reorganizing of school functions
during the closure and a reopening impose challenges on school leaders. Managerial capacity of
schools impacts on the reorganization of schools in this covid-19 disruption.

School Based Management (SBM) has been in practice as an approach for managing schools, it
allows schools to have autonomy for self- governance through delegation of the authority. At
dahil sa pandemic all the principles of SBM had to be reorganize, the collective planning,
participatory decision-making and delegation of work.

SBM allows the schools to have a learning managerial culture as self-innovative managing
organisms. It will take a considerable time for the school management to evolve itself. Therefore
it is imperative to strengthen the SBM by providing resources to schools.

The school has to engage in two phase reorganization of school functions:

1. during the period of school closure , they have to plan, organize and implement teaching
learning activities of the school through distance learning or remote teaching mode, organize the
essential services and child welfare activities that have to be provided to the students through the
school, maintaining communication with students and families to motivate and monitor the
participation of learning and reducing the risk of non- return to school when reopening, obtaining
the support of all stakeholders of school for facilitating the distance teaching learning activities,
procure and allocate resources for preparation of material for teaching and evaluation.

2. When reopening the school have to reorganize the school according to the emerging demands
of the situation. This may include cleaning and spraying disinfectant to the buildings and
sections of the school premises, rearrange the classroom setting to maintain social distancing
according to the guidance of the heath sector officers and the IATF, implement routine hygienic
precautionary practices such as hand washing, temperature monitoring and pupils and teachers
health observation and reporting suspected cases, reschedule the time allocation, monitor pupils
attendance and drop out, plan and implement special sessions to recover lost learning and
assessing the impact of remote teaching or learning outcomes.

San Gabriel Elementary School adapted the distance learning modular print based on the survey
conducted by the school during enrolment. At present some of the pupils participate in online
learning, where as many have no computers at home and only 40% of the families have
smartphones. Only 50% of the students/parents respond to the notices given through the social
media.

Conclusion and Recommendation

It was observed, that managerial activities in school organization during the lockdown and the
reopening times of disruption SBM has contributed to some extent to enhance the management
functions of the school leadership.

School planning has become more related to school context and needs based. The plans and
decisions are made collectively at the school level. As far as the management of resources is
concerned, the schools could make their own budgetary allocation for procurement of resources
and we also get some donations from the private sector and LGUs. Many problems were
encountered in the curriculum implementation. The distance learning initiatives and the online
teaching is not 100% effective considering this is the first time that it was implemented.
School based teacher development activities were suspended and became online COVID-19
prevention measures

The SBM approach views schools as self-innovative managing organisms. The school
management to evolve themselves according to the new trends and changes in the setting of their
environments due to the COVID disruption.

The schools have to be prepared for such circumstances in future. The principal, and teachers
need training to manage the situations arising from such pandemic disruptions. Technical
equipment for online teaching are felt the pressing need of the school. The MOOE should
allocate more funds for building up the capacity of schools for conducting distant teaching. The
teachers should be trained to use the internet, the social media and online platforms for the
successful implementation of distance teaching and learning.