Source Objectives Method Significant Findings

Martin, M. (2019).  To evaluate Mixed The finding of the study

The implementation the Methods of revealed that: (1) there was a
of school-based implementation Research moderate attainment of
management in of School- (MMR) design school objectives and the
public elementary Based was utilized. operational aspects of SBM
schools. Asian Management Triangulation were not fully implemented by
Journal of (SBM) in of data the school heads (2) the
Assessment in Alfonso Lista through the strengths of the
Teaching and District 1 and use of data implementation are
Learning, 9(1), 44- District 2, analysis, categorized in two discrete
56. Division of questionnaires yet dominating themes: the
Ifugao through , face to face value of cooperation
formative interviews and and motivation; and the worth
evaluation. focus group of collaboration and
discussions ( delegation (3) with regard to
FGD) were the remedial measures on
employed. issues or problems,
A total three underlying and
enumeration dominant themes were
of school revealed: consultative
heads and meeting, administrative
teachers in protocol and open
the public communication and decision
elementary making as the heart of the
schools organization
Respondents
for
stakeholders
such as pupils’
parents,
alumni, NGOs,
LGU and
other
community
members were
chosen
through
purposive
sampling.
Source Objectives Method Significant Findings
Pepito, G. C., & To measure Quantitative The study revealed that all the
Acibar, L. B. (2019). the delivery of in approach districts were on the level of
School-Based the six using the SBM. On the other hand, all
Management and dimensions, descriptive the 44 elementary school
Performance of leadership, method of heads obtained Very
Public Elementary internal research; 45 Satisfactory ratings based on
School Heads: stakeholders’ public their Performance Appraisal
Basis for Technical participation, elementary system, taking into account
Assistance Plan. external school heads their occupational competence,
stakeholders’ universally professional and personal
participation, taken of the characteristics, punctuality and
school-based fifth attendance. All these were
resources and congressiona rated Very Satisfactory, except
school l district or for punctuality and attendance
performance municipalities which were rated Outstanding.
accountability. and 427 Based on the results of the
teachers of study, the school heads as
the 305 school leaders had to exert
(percent) of more efforts on the
the teacher stakeholders’ participation,
population of school improvement process,
Central and school performance
schools and accountability.
schools
within one-
kilometer
radius from
district
offices.
Source Objectives Method Significant Findings
Alvarado, E. S., Sy, The study It utilized a Results indicated that school
F. A. R., & explored how descriptive- administrators under survey
Adriatico, C. (2019). school normative lacked managerial
Constraints on principals, design in con- competencies and adequate
School Based head teachers, ducting the training in management and
Management and school study where leadership in implementing the
Compliance of heads are 50 different programs and
Public Schools coping with the respondents projects based on school-
Principals. Open constraints of were based management.
Access Library successfully randomly
Journal, 6(7), 1-11. implementing selected and
different were
programs and requested to
activities that complete a
are in modified
compliance instrument of
with the the
school-based Performance
management Appraisal
of RA 9155 as System for
these leaders School
are oftentimes Administrators
confronted (PASSA).
with
voluminous
work and
encountered a
lot of
difficulties as
they carry out
to their
administrative
and
supervisory
functions.
Source Objectives Method Significant Findings
Ling, C., Khattri, N., The study This study This study of the SBM program
& Jha, S. estimated the utilized in the Philippines shows that
(2010). The effects effect of quantitative school-averaged student
of school-based school-based method of performance on national tests
management in the management research. improved between 2002-03 and
Philippines: An on student The 2004-05 and that the level of
initial assessment performance in analysis impr ovement was higher for
using administrative the Philippines uses schools involved in SBM for two
data. The World using the school-level years compared with schools
Bank. administrative overall that had not yet received the
dataset of all composite intervention or received the
public schools test scores intervention later.
in 23 school (comprising
districts over a all subject
3-year period, areas
2003–2005. tested) and
test scores
in three
separate
subject
areas:
English,
math, and
science.

Source Objectives Method Significant Findings

Cruz, C. D. P., To determine The study The findings and results of the
Villena, D. K., the level of used a study revealed school heads
Navarro, E. V., managerial descriptive exhibited very satisfactory level
Belecina, R. R., & performance of method of in performing their managerial
Garvida, M. D. school heads, research functions in all management
(2016). Towards their strengths that areas identified. It also revealed
enhancing the and involved the that there were significant
managerial weaknesses in participation differences in the managerial
performance of the different of four (4) performance of school heads in
school areas of schools in the areas of vision mission-
heads. International school the Division goals, financial and budgeting,
Review of management of Cavite, physical plant and facilities,
Management and as perceived with their community relations and
Business by school head ten (10) management of school
Research, 5(2), 705- themselves, school improvement plan. The data on
714. their teachers, heads, the weaknesses of school
and senior thirty-eight heads in performing managerial
 students. (38) functions in identified areas of
teachers, school management provided
and one the basis in proposing an
hundred enhancement plan that may be
thirty-four used in improving their functions
(134) senior and in providing a key to more
students. development programs for
school heads in the division.

Source Objectives Method Significant Findings

Ebrado, M. G. The conduct The study uses a Findings revealed that the
(2014). WORK of the study descriptive school heads’ profile has no
VALUES AND has a noble correlational significant relationship to
SCHOOL-BASED intention of method and an School-based Performance
MANAGEMENT determining if adopted/modified of School heads but work
PERFORMANCE school heads’ set of values posted a significant
OF THE SCHOOL profile in terms questionnaires relationship to SBM
HEADS OF SAN age, gender, were distributed performance. The
ISIDRO DISTRICT education, to a purposive regression coefficient
(96-106). Evaluatio attainment, sampled analysis shows that work
n Studies in Social related respondents to values is the most influential
Sciences, 3(1), 96- trainings and gather data on variable to the SBM
106. work values work values and performance of school
are the profile of heads. The study
significantly school heads. recommends that Dip Ed.
affecting the must venture on sustainable
school based programs that will penetrate
management to the values and characters
(SMB) of school heads.
performance
of the school
heads of San
Isidro District,
Division of
Davao del
Norte.
Source Objectives Method Significant Findings
Yap, I. R., & Adorio, It investigated This is a Results show that most schools
M. P. (2010). how the local qualitative gauge access by the number of
School–Based schools in study of 11 identified students with special
Management: selected pilot schools and needs. Quality is linked to the
Promoting Special areas have six school availability of SPED teachers
Education Programs used SBM to divisions and resources. Participation is
in Local address the selected to associated with parents’
Schools. Education issues on (1) expand and involvement in their special
quarterly, 66(1). access to organize child’s individualized education
formal school, Special plan.
(2) quality of Education-
educational Inclusive
experiences, Education
and (3) Program in
stakeholders’ the Third
participation in Elementary
school Education
activities that Program
are relevant to (TEEP) of
the interests of the
children with Department
special needs. of
Education
in the
Philippines.

Source Objectives Method Significant Findings

Hoque, K. E., Alam, The study Data from a This study discovered that
G. M., & Ghani, M. F. seeks to find representative some of the variables of the
A. (2011). Principals’ the influential sample of principals’ roles in school-
Roles under School factors of the urban based management had a
Based Management roles of secondary significant impact on school
that Influence School principals schools were improvement. Optimal
Improvement. SOCIA under SBM gathered school improvement may be
L PEDAGOGY, 311. that impact on through achieved if the principals
school questionnaires were to put more emphasis
improvement. from 127 on strategic planning,
principals and supportive and
694 teachers. comprehensive roles and
less emphasis on shared
decision making.
Source Objectives Method Significant Findings
Yau, H. K., & Cheng, A. L. The study A The finding showed that
F. (2014). Principals and aimed to quantitative, all four features of
teachers’ perceptions of examine the survey school-based
school-based perceptions of questionnaire management are
management. Internationa a sample of was adopted perceived as being
l Education Hong Kong in this study. implemented in Hong
Research, 2(1), 44-59. principals and A total of 322 Kong primary schools,
teachers of respondents but the degree of their
the extent to (83 principals implementation is not the
which school- and 239 same. The most adopted
based teachers) out elements of school-
management of 83 primary based management are
(SBM) has schools ‘financial planning and
been responded to control’ and ‘leadership
effectively the competence and work
implemented questionnaire. relationships’. The
in primary moderate adopted
schools. element is ‘resources
and accommodation’.
The least adopted
element is staff
coordination and
effectiveness’. In
addition, there are
significant differences
between the perceptions
of principals and
teachers towards the
areas of SBM.
Source Objectives Method Significant Findings
Chavez, D., & This study Descriptive- The findings revealed that
Doromal, A. (2018). aimed to comparative the two central schools are
Compliance with assess the research on Level 2 and are
School-Based level of design was categorized as maturing
Management compliance utilized. The schools, wherein, most of
Standards: An with the participants the standard principles of
Assessment for Policy standard were internal SBM are complied with and
Formulation. Philippin principles of and external implemented for continuous
e Social Science SBM and its assessors improvement. Both schools
Journal, 1(1), 55-66. implication to identified are prepared for National
the quality of through a SBM level 3 accreditation
life among the predetermined relative to the SBM
learners criterion. principles.
beyond basic
education

Source Objectives Method Significant Findings

Kadtong, M. L., & The study Descriptive . Findings show that all the
Teacher, I. (2016). aimed to correlation schools are SBM-PASBE
School-Based assess the design was accredited with level 1 of
Management in the implementatio used in order practice. In general, SBM is
Operations and n of School- to see implemented according to
Performance of Based relationships the guidelines set by DepEd.
Public Elementary Management of the As to the SBM
Schools. Proceeding in terms of variables implementation in its five
s Journal of school included in the dimensions, data shows that
Education, operations and study. Survey the five dimensions of SBM
Psychology and performance in questionnaires were observed and practiced
Social Science the Division of were often by the schools under
Research. Cotabato distributed to this study. Considering the
City. . the frequency of practice in the
Specifically, it respondents five areas of school
was an in six public operations, data revealed
assessment of elementary that teachers and parent-
SBM schools in the respondents rated this as
implementatio Division of seldom based on the grand
n in term of Cotabato City. mean score. The description
five implies low performance in
dimensions school operations.
and school
operations in
terms of five
areas.
Source Objectives Method Significant Findings
Linao, R., & This study This study . The findings of the study
Gosadan, B. (2019). aimed to find utilized reveal that the level of
Meeting our out if the quantitative implementation of the school-
Commitment: school-based method of based management system of
School-Based management research. the administrators in the
Management system level of elementary schools of Makilala
System in the lens implementatio Districts was in the developing
of School n significantly and maturing level. Most of the
Performance. JPAIR influences the administrators’ school
Multidisciplinary school performance was meeting the
Research, 38(1). performance.  standards in the NAT average
rating. School-based
management system level of
implementation in terms of
leadership and governance,
curriculum and instruction,
accountability, and continuous
improvement and management
of resources significantly
influence school performance. 
All of these indicators are the
best significant predictors of
school performance. These
results further indicate that the
higher is the administrators’
level of implementation on
leadership and governance,
curriculum and instruction,
accountability and continuous
improvement, and management
of resources, the higher is the
level of school performance.
Source Objectives Method Significant Findings
Kintanar, G. N. The essential A Findings showed that the level
(2017). Status and focus of this descriptive of principal’s competencies as
Educational study is to correlation perceived by themselves and
Attainment as assess the design was teachers was PROFICIENT.
Predictors of School level of the used and The assessment on the level of
Principals’ core treated the principals’ core competencies
Competencies in the competencies level of does not differ significantly
Philippine Public of principals in significance between self and that of the
Schools. JPAIR public using teachers according to the 
Institutional elementary regression context of the principal/school,
Research, 10(1). and secondary analysis. technical and managerial
schools in capability, strategic
Kidapawan management, inter and
City Division, intrapersonal relationship and
Philippines, for as the link to the community.
the academic The combined contribution of
year 2015- the principal’s socio-
2016. demographics does not
significantly influence their level
of core competencies. Status
stood out as a significant
predictor of technical and
managerial ability. Results
revealed that the best predictor
of the competency on academic
leadership and coaching is
educational attainment. The
study concludes that the level of
core competence of principals
could contribute to
underperforming schools. It is
alarming to note that the
principals lack a continuing
professional development.

Source Objectives Method Significant Findings

Alfredo Jr, G. D., & The study The study In view of the analysis of data,
Barrameda, C. N. formulated a employed all the indicators in the six
(2019). Value- Continuing the components of the value-laden
Laden School- Development descriptive SBM functions of school heads
Based Management Program design as it obtained demonstrated
Functions of Filipino based on the assessed descriptive ratings as perceived
School Heads. The Filipino value- the Filipino by the school heads
Normal laden School- value-laden themselves and teacher
Lights, 13(2). Based School- respondents. With 24 The
Management Based Normal Lights Volume 13, No.
(SBM) Management 2 (2019) regard to the strengths
functions of (SBM) of the school heads on their
secondary functions of valueladen SBM functions per
school heads secondary domain, Resource
in the Division school Management is the dominant
of Malabon heads in the domain with strong manifested
City. Division of Filipino value of being Maka-
Malabon Diyos (God-fearing). The value
City. of kapamilya (family
cohesiveness) relative to the
management of student
behavior was also applied by
the school heads in their
respective settings, by which
the School Environment is next
in position. The third is Staff
Management, highlighting as
well the value of family
cohesiveness in setting synergy
for school development.
However, there is still a need to
further enhance the school
heads’ competencies in the
SBM domains of Educational
Leadership for School
Improvement, Curriculum
Management by Student
Learning, and Community
Building; and in integrating the
Filipino values of bayanihan,
barangayan, batarisan, or
balikatan (sense of civic unity
and cooperation) system,
concern for others, and
pakikisama (smooth
interpersonal relationship) in
their school management.
Source Objectives Method Significant Findings
RIVERA, P. A. P., & To examine 18 principals The result revealed that: (1)
IBARRA, F. P. the or school with the current trend in
(2020). The Extent relationship heads; Philippine educational system,
of Principals’ between the descriptive more males than female
Empowerment and extent of research emerged as school heads or
Their Functions empowerment design was principals. (2) To aptly put,
towards of public used to middle to old aged principals
Management of elementary examine tend to be more effective in
Public Elementary school the school management,
Schools. IRJE| principals and relationship communication and
Indonesian their functions between competence (3) Principals are
Research Journal towards school extent of primarily concerned in
in Education|, 188- management empowermen administrative empowerment
203 in the t of public to keep, maintain and
District of elementary beautify their school sites,
Aliaga, Nueva school more than any other
Ecija principals administrative tasks. (4) With
and their the capacity to manage their
functions respective schools, principals
towards had greater extent of
school empowerment on instructional
management and administrative but less in
fiscal matters. (5) Principals
who showed high
empowerment in terms of
instructional had the greater
tendency to become a
successful instructional leader
(6) Principals with higher
degree are most likely to
manifest greater concerns
and accountability about
school safety and orderliness
Source Objectives Method Significant Findings
Cabardo, J. R. O. This study 13 school In terms of the level of
(2016). Levels of aimed to heads, 56 participation of the school
Participation of the evaluate the teachers, stakeholders to the different
School Stakeholders levels of and 50 school initiated activities, a
to the Different participation of stakeholders: moderate descriptive rating
School-Initiated the school descriptive- was found. The level of SBM
Activities and the stakeholders correlational implementation was found to
Implementation of to the different survey be at Exceeding the Minimum
School-Based school-initiated research Standard. The level of
Management. Journa activities and design. participation of the school
l of Inquiry and the stakeholders to the different
Action in implementatio school-initiated activities can
Education, 8(1), 81- n of school- be significantly affected by the
94. based level of SBM implementation
management
(SBM) in
selected
schools in the
Division of
Davao del Sur
for the school
year 2014-
2015

Source Objectives Method Significant Findings

Alvarez, M. D. This study A correlational Results showed that teachers
(2018). School determined the research are highly empowered and
Heads' Use of influence of method using their empowerment is
Power in school heads Pearson r significantly affected by school
Empowering use of power correlation heads use of power.
Northern Samar in empowering was used for Furthermore, it was
Teachers. The teachers in the parametric determined that those school
Normal Division of statistical heads with high level of
Lights, 12(2). Northern analysis special managerial and
Samar and the combined with leadership knowledge, ability
level of qualitative- to recommend merit for the
empowerment analytical outstanding performances,
and school approach. and opportunities for
heads use of Questionnaire advancement, and high level
power.  , observations of influencing compliancy have
and teachers who are good
unstructured decision-makers regarding the
 interviews curriculum. It is recommended
collected data that professional development
from 358 program for school heads
public school should be intensified and
teachers participation of teachers in
sampled school-based management
through should be strictly implemented
stratified and monitored.
proportional

Source Objectives Method Significant Findings

Kiragu, J. W., To find out The study The result of findings indicated
King’oina, J. O., & what the adopted that the introduction of SBM
Migosi, J. A. (2013). principals and descriptive would be a way of addressing
School-Based teachers survey the current crisis in
Management perceived design. management of secondary
Prospects and were the Stratified schools, bringing about
Challenges: A Case prospects of sampling accountability, commitment by
of Public Secondary school-based was used to teachers in discharging their
Schools in Murang’a management select 16 duties, efficient use of
South District, (SBM), the schools resources, timely syllabus
Kenya. International accrued which coverage, delivery of quality
Journal of Asian benefits of participated education, improve efficiency
Social Science, 3(5), SBM and in this and reduce need for supervision
1166-1179. challenges study. A among other prospects if it was
schools would sample of introduced in secondary schools
experience if 80 in the district.
SBM was respondent
introduced in s was
Murang’a selected to
South district. participate
in the study.
The sample
for the
study
included 64
teachers
and 16
principals.
Source Objectives Method Significant Findings
Bandur, A. (2012). To examine The paper The research findings
School‐based the current employed a demonstrate how devolution of
management school‐based mixed‐ power and authority to school
developments: management method level can create partnership in
challenges and (SBM) policy research participatory school decision
impacts. Journal of reform in design making in terms of setting a
educational Indonesia, with comprising school mission, shared‐vision,
administration. an emphasis an extensive annual programs, school
on the impacts empirical budget, school textbooks,
of shifting survey school buildings, school‐based
authority and followed by curriculum and even students’
responsibility semi‐ discipline policies. In turn,
to school level, structured devolving power and authority
as well as and focused to school level has created
challenges group several changes in schools,
confronted by interviews including in‐school culture
the school and changes, and increased
council examination participation of school
members, of relevant communities. These factors
followed by documents. have led to the improvements
remedial The data in teaching‐learning
measures to reported environments and student
minimize the here are on achievements.
problems. the basis of
an empirical
survey
involving 504
school
council
members
from Ngada‐
Flores,
followed by
42 interviews
and focus
group
discussion
(FGD) with
all relevant
stakeholders.
Source Objectives Method Significant Findings
Moradi, S., Hussin, This This The findings of the research
S. B., & Barzegar, study tried to applied indicated that, for
N. (2012). School- review school- study is implementation of school-based
based management based done on the management, indicators such as
(SBM), opportunity management basis of management of education
or threat (Education characteristics descriptive system, curriculum, budget,
systems of reviewed, survey educational content, the role of
Iran). Procedia- through method. principals, teachers, educators,
Social and theoretical The students and the other factors in
Behavioral principles and relevant Iran should be reconsidered.
Sciences, 69, 2143- methods of data was
2150. field study and collected
library with based on
Iranian library and
education observation
system is methods to
adapted. use the
existing
documents.

Source Objectives Method Significant Findings

Algones, B. (2019). To provide an Qualitative Findings revealed that the
Enabling Role of the in-depth case study, enabling role of the school
Stakeholders in the description of interviews stakeholders in the
School-Based implementation of School-
the enabling and Focus
Management Based Management are as
Process. Countrysid roles of the Group follows: for the School Heads,
e Development stakeholders in Discussion they are the policy implementer
Research the were of the Department of Education;
Journal, 7(1), 25-32. implementation conducted. the teachers, their role is to be
of the School the facilitator of learning; for the
Based parents, they are the supporters
and providers of technical
Management.
expertise; for the students, they
will initiate school programs and
projects; for the Alumni, they
will organize fund raising
activities, and lastly; for the
Local Government Unit (LGU),
they are the assistance
 provider, be it financial or
material. In conclusion, the
spirit of democratization and
citizen participation had been
practiced in School-Based
Management. Consequently,
this paper recommends that the
Department of Education
should provide more relevant
trainings and seminars to
School Stakeholders for a
better participation and
implementation of the School-
Based Management

Source Objectives Method Significant Findings

San Antonio, D. M., Examined the Complementin  Results of analyzing
& Gamage, D. T. impact of g the quantitative and qualitative
(2008). Deepening implementing experimental data revealed that after one
Stakeholders’ participatory method with year of implementing
Commitment for school two empirical PSALM, the experimental
Better Schools: A administration, surveys, group had higher levels of
Philippine Case- leadership and documentary commitment, compared with
Study. Curriculum management analysis and the control group. The
and (PSALM) as a interviews, this experimental group
Teaching, 23(1), 59- model of study involved perceived the ASC operation
72. school-based 76 secondary in their schools as effective.
management, schools in one Significant factors that
on the of the 185 affected the development of
commitment school the stakeholders’
levels of divisions in the commitment to school
Advisory Philippines. improvement have been
School Council identified. This research
(ASC) indicates that the Philippines
members in should expedite the process
Philippine of establishing school
public councils in the public
secondary schools.
schools. 
Source Objectives Method Significant Findings
GUTIERREZ, O. F. This study was The Based for the findings the
(2014). THE SCHOOL- designed to respondents following conclusions were
BASED determine the include the derived: The principals lack
MANAGEMENT teachers who
extent of the implementation on the
PRACTICES OF have regular
PUBLIC ELEMENTARY implementation permanent SBM practices on school
SCHOOLS INTHE of School appointment. leadership; internal
THIRD Based These stakeholders; external
CONGRESSIONAL Management teachers stakeholders and school
DISTRICT OF (SBM) were with the improvement process,
PANGASINAN (Doctora Practices of schools for at school based resources;
l dissertation). least five (5)
public and school performance
years and
elementary above accountability. The
schools in the teaching perceptions of the between
Third experience, the elementary school
Congressional specifically teachers and school heads
District of the in the implementation of
Division of questionnaire SBM practices are
was
Pangasinan. significantly different.
administered
to the most Teachers have high
senior expectations on their
teacher who school heads. The
served as the problems encountered in
grade the implementation of SBM
teacher and are moderately serious and
the master
teachers of the seriousness of the
every school problems was caused by
equally the failure of the school
represented heads in the
per school to implementation of SBM
assess the practices along school
practices of
leadership; internal
their school
heads using stakeholders; external
the purposive stakeholders, school
sampling improvement process
technique. school based resources
and school performance
accountability.
Source Objectives Method Significant Findings
Grinshtain, Y., & The purpose of Using the   Gaps were found between
Gibton, D. (2018). this paper is to qualitative authority and responsibility,
Responsibility, understand method, 20 with particularly low levels of
authority, and how primary semi- authority alongside high
accountability in school structured levels of responsibility.
school-based and principals in interviews Coupled with the demand
non-school-based Israel cope with were for accountability, those
management. Journa the gaps conducted gaps led principals to adopt
l of Educational between with school three strategies – active,
Administration. authority and principals partly active, and passive –
responsibility in from one to help reduce the tension
their work, district in resulting from them. The
deriving from Israel. SBM definition has links to
partially Thematic the specific strategy that
implemented analysis was principals used.
decentralizatio used in order
n processes, to identify
and how this themes in the
relates to interviews that
school-based enable
management creating
(SBM) and codes for the
accountability characteristics
principles. of authority
and
responsibility
and for the
principals’
strategies.
Source Objectives Method Significant Findings
Bucud, R. (2018). The study The study Based on the research findings
The effects of examined the employed and analysis, the study
decentralisation on effect of qualitative concluded that education
community education interpretive decentralisation in the
participation in decentralisation research Philippines provided the
school-based on the practice methodology necessary legal framework and
management in the of community to develop mechanisms to promote
Philippines. participation in case studies community participation within
the Philippines. through in- a decentralised education
depth management context.
interviews, However, changes in the
focus group pattern of community
discussions, participation after the
and a review enactment of RA9155 have
of internal been limited and school sites
Department have yet to fully maximise this
of Education potential to develop and
documents. harness school-community
partnerships that are
productive and mutually
benefiting mechanisms to both
the school and the community.

Source Objectives Method Significant Findings

Triwiyanto, T., & This study The The results of the research
Juharyanto, D. E. K. aimed to subjects of show that the community
(2017). Community identify the the participation deficit is a
participation deficits problems in research dominant problem in the
in the the are 155 implementation of school-based
implementation of implementatio people management faced by the
school-based n of school- consisted of government of Indonesia.
management in based 59 school
indonesia. Journal management principals,
of Education and in Indonesia 52 school
Practice, 8, 67-74. supervisors,
21 officers
of
Department
of
Education,
and 23
elementary
school
 teachers
originated
from 9
provinces,
namely the
Special
Region of
Yogyakarta,
Central
Java, East
Java, South
Sulawesi,
Bali,
Central
Sulawesi,
East Nusa
Tenggara,
North
Maluku,
and Central
Borneo.

Source Objectives Method Significant Findings

Ganad, R. T. (2014). This aimed to Descriptive, Findings revealed that public
A Structural Model of develop and correlational, elementary school
School Effectiveness derive the best and causal administrators are experts in
of Public Elementary fit model of methods terms of school and
School Administrators school were used to instructional leadership.
in Southern effectiveness describe the School
Mindanao, of public level of the administrators have
Philippines. Southeas elementary variables, to agreeable degree of
t Asian schools in test whether organizational support to
Interdisciplinary Davao Region significant their school organizations
Research as basis for a relationship and
Journal, 2(1), 102- leadership exists they always practice team
124. enhancement between the building in terms of problem-
program. variables, and solving, communicating,
to test planning and
whether implementing. The level of
leadership public elementary school
behavior, administrators’ effectiveness
 organizational was excellent.
support and Leadership behavior,
team-building organizational support and
practices team building practices of
predict school public elementary school
effectiveness. administrators significantly
correlate with school
effectiveness. Leadership
behavior, organizational
support, and team building
practices explained 66
percent of school
effectiveness. The best fit
model of
school effectiveness was that
one which surpassed most of
the goodness-of-fit indices.

Source Objectives Method Significant Findings

Malaklolunthu, S., &  This paper This study Findings indicate that
Shamsudin, F. aimed to find used a successful implementation of
(2011). Challenges out if the qualitative the cluster school initiative
in school-based school-based case study needs a three-pronged
management: Case management approach approach: learning and mental
of a ‘cluster system level of for it is reorientation on the part of the
school’in implementatio considered school community to
Malaysia. Procedia- n significantly as the most accommodate the new
Social and influences the appropriate concept of school-based
Behavioral school approach to management; autonomous
Sciences, 15, 1488- performance study decision making powers
1492. educational bestowed on the school
issues that administration to make
involve decisions in areas such as
processes teacher recruitment and student
selection for effective results;
and transformational leadership
development of school heads to
lead the changes.

Source Objectives Method Significant Findings

Bandur, A. (2012). Examined the 334 principals The implementation of SBM in
Decentralization recent and teachers Indonesia is significantly
and school-based developments at 24 schools, effective in improving student
management in in the supplemented achievement. Further attention
Indonesia. Asia decentralized by 22 follow- should be addressed to how
Pacific Journal of education up interviews schools can further utilize the
Educational system in and an assistance provided by foreign
Development Indonesia with examination aid agencies to improve their
(APJED), 1(1), 33- particular of school capacity to understand SBM
47. reference to documents concepts and practices, create
the and student a collaborative work and
implementation achievement learning environment, and
of the school- reports. This increase the level of
based study participation of parents and the
management employs a local community in school
(SBM) policy mixed- development.
and programs. method
It was found design.
that SBM is an
effective way
of enhancing
participatory
decision-
making,
budgetary
transparency,
and community
participation

Source Objectives Method Significant Findings

Meemar, S. S.  Describe This study Findings suggest Saudi
(2014). Tatweer Tatweer school was principals perceived they have
School Principals' principals’ conducted limited ability and low to
Perceptions of New perceptions utilizing moderate support in
Authorities Granted regarding the descriptive implementing the new
in the lnitial Steps of new authorities quantitative authorities. Furthermore
Decentralization. granted to them survey participants only slightly agreed
in the initial research that the authorities were likely
steps of methods to to achieve MOE outcomes.
decentralization. efficiently Multiple regression analysis
Specifically, this contact all revealed that beliefs on the
study explored 900 effectiveness of the authorities
school Tatweer at achieving MOE outcomes
principals’ school were predicted by perceived
perceptions of principals, ability to implement
 the extent to and administrative authorities,
which they eliminated perceived support to implement
believe: (a) they the technical authorities, and years
have ability to potential for of experience. Analysis of an
implement the sampling open-ended question revealed
new authorities bias. suggestions for new authorities
granted to them, in five categories: (a) staff
(b) the level of issues, (b) school budget, (c)
support they power in decision-making, (d)
have for operational issues, and (e)
implementing other. Based on these findings,
the new it can be concluded that
authorities, (c) continued changes in Saudi
the Arabia’s educational structure
effectiveness of are required as it relates to
the new improving principals’
authorities at perceptions of their ability and
achieving support to implement the
Ministry of MOE’s new authorities.
Education Recommendations are
outcomes, 6 discussed.
and (d) the
needed for
additional
authorities they
would like to
add to the
current
authorities.

Source Objectives Method Significant Findings

Mollootimile, B., &  The study The study The results show that the
Zengele, T. (2015). tried to employed majority of stakeholders have
The Advent of (1)critically the held a positive assumption
School Based discuss to the qualitative about School Based
Management in The strengths and research Management as the means
21st Century. e- weaknesses of method towards transforming the
Bangi, 12(2). SBM; (2)to which was management style in schools
critically selected from bureaucratic to active
discuss the because of participants in major decision
roles of SBM its making processes as required
Stakeholders; originality by School Based-Management
and (3) to and that aims at ensuring effective
determine the naturalistic teaching and learning at school
impact of display. level.
 strategies of
empowering
SBM
stakeholders;

Source Objectives Method Significant Findings

Cogtas, Jocelyn C. The purpose of The study The teacher productivity in
(2018). School this study was used the terms of teaching learning
Based Management to determine quantitative process, student outcomes,
Practices and the research community involvement and
Teacher relationship method professional growth was rated
Productivity in between which very high. There was a
Public Elementary school-based utilized significant relationship between
Schools in davao management descriptive school-based management
City. Vol 2 No. 1 practices and correlational practices and teacher
teacher design. The productivity which implied that
productivity in study good school-based
public included 200 management practices
elementary public school contributed to increase in
schools in teachers in teacher productivity. Moreover,
Davao City. Talomo study revealed that the level of
District as school-based management
respondents. practices and teacher
Purposive productivity indicated very high.
sampling Further, leadership and
was used governance, and curriculum
since the and instruction were the
respondents indicators that significantly
were influenced and best predicted
selected for teacher productivity.
the intent of
this
research.
The
statistical
tools used in
the study
were
weighted
mean,
standard
deviation,
Pearson
product
moment
 correlation
and multiple
regression
analysis.
Results
revealed that
the level of
school-
based
managemen
t practices
was rated
very high.

Source Objectives Method Significant Findings

Olaso, A. F., & Baja, The study It utilized a  In assessing the school heads‘
R. M. Professional aimed to descriptive professional accountability
Accountability Of describe the research towards teachers‘ performance,
Secondary School professional design and student achievement, staff
Heads Towards accountability used the development and learning
Quality Assurance. of triangulation environment, both the
administrators method of administrators and the teacher-
towards quality data respondents gave a perception
assurance in analysis, that their school administrators‘
the Division of questionnaire accountability is highly evident.
Lipa City. It and focus Hence, in testing the
examined the group hypothesis, it was found out
extent of the discussion as that there is no significant
school heads tools to be difference between the
professional able to perceptions of the
accountability gather administrators and the teachers
in the areas of pertinent on the administrators‘
teachers‘ data. With professional accountability.
performance, the inclusion Data also revealed that the
student of 36 school implementation of policies that
achievement, heads and would govern both students'
staff 259 teachers and staff's behavior and
development from the support to ICT integration in the
and learning public teaching-learning process and
environment. secondary other school transactions are
At the end, this schools of some of the issues and
paper the Division concerns school heads are
proposed a of Lipa City, facing. Taking into
quality results were consideration these findings,
assurance obtained. the researcher proposed a
 project quality assurance project that
can help improve the
administrators‘ accountability
and thereby, improve the
quality of education that the
school offers.

Source Objectives Method Significant Findings

Benty, D. D. D. N., This study This study  The results of data analysis
& Supriyanto, A. A. aims to uses a show that the implementation
(2017, August). describe the quantitative of SBM program in public
Implementation of implementation approach elementary school in Blitar city
School-Based of school- and is as a whole has been
Management based included in successfully implemented. But
Program in Public management the type of there are some components of
Elementary School. (SBM) descriptive SBM that still need to be
In 2nd International program in research. improved again.
Conference on public Source of
Educational elementary data in this
Management and school in Blitar study is the
Administration City, East Java principal of
(CoEMA 2017). Province public
Atlantis Press. elementary
schools in the
city of Blitar
which
amounted to
34. The main
tool to collect
data in this
study is a
questionnaire
that was
prepared
based on the
concept of
measurement
 Likert Scale.
The data
analysis
techniques
using
descriptive
statistical
analysis
techniques.

Source Objectives Method Significant Findings

Asmuni, L. M. K., This study Research   The results showed that the
Sudirman, S., & aims to uses a implementation of School-
Fahruddin, F. (2020). determine the qualitative Based Management in SD
Implementation of implementation approach Negeri 2 Penujak was
School Based of School using a case carried out through 4
Management in Based study. The management processes,
Elementary School 2 Management type of data namely planning, organizing,
Penujak District Praya (SBM) in the of this implementing, and
Barat, Central field of research are monitoring as well as in
Lombok curriculum and primary data accordance with the
Regency. Internationa learning, and essence of School-Based
l Journal of students, and secondary Management (SBM) namely
Multicultural and educators and data. The autonomy, flexibility,
Multireligious education staff primary data participation, transparency
Understanding, 7(6), at elemnetary material in and accountability
54-65. school 2 this study
Penujak, Praya was in the
Barat District, form of
Central interviews
Lombok with the
Regency. principal,
teachers and
administrativ
e staff. 

Source Objectives Method Significant Findings

Arar, K., & Abu- The purpose of A   Findings indicated that
Romi, A. (2016). this paper is to quantitative perceived improvements in
School-based investigate the research pedagogy, organizational
management: Arab issue of used a structure and participation in
education system in school-based structured decision making were strikingly
Israel. Journal of management questionnaire evident in schools with
Educational (SBM) in to gather experience of SBM, more than
Administration. elementary responses in the two other types of
schools in the from 214 school. Contrastingly,
Arab education teachers perceived improvements in
system in from ten budget management were
Israel, Arab schools more evident in schools
comparing in Israel, 70 beginning to use SBM. It was
schools from schools also found that teachers
experienced in that do not teaching in schools with
SBM, schools practice experience in SBM reported
beginning to SBM, 64 the highest levels of
use SBM and from schools satisfaction while teachers
schools that do beginning to teaching in schools that do not
not use SBM. use SBM and use SBM reported lowest levels
80 from of satisfaction. The most
schools influential dimension of
defined as satisfaction was teachers’
experienced participation in decision
in the use of making.
SBM. The
questionnaire
included six
parts.

Source Objectives Method Significant Findings

Moradi, S., Beidokhti, This study had This paper   Data revealed that
A. A., & Fathi, K. the attempt to used the participants expressed
(2016). Comparative investigate the qualitative divergent views
comparison of views of approach, concerning the SBM
implementing school- principals using multiple- system in Oman. They
based management regarding SBM case study in considered the SBM
in developed as a which data system is a complex and
countries in the management were collected multifaceted concept
historical context: tool. through comprising many
from theory to interviews, elements and these
practice. Internationa observation elements can be
l Education and documents interpreted differently,
Studies, 9(9), 191- analysis. The have different emphasis
198. participants in and serve different
this study were purposes
 principals,
assistant
principals,
senior
teachers, and
teachers.

Source Objectives Method Significant Findings

Ghani, A. R. A., The research The study Evaluation results show that
Fatayan, A., Yatri, aims to used a in general the implementation
I., Qodariah, L., describe, descriptive of SBM in terms of context,
Bunyamin, B., & analyze, and qualitative input, process and results is
Burmansah, B. evaluate the approach, with very effective, because it has
(2020). Evaluation level of the CIPP an impact on: improving the
of School-Based success, evaluation quality of education, the
Management benefits and model awareness of the madrasa
Implementation constraints of (Context, and the community, the
(Sbm) in Madrasah the Input, Process, responsibility of the
Jakarta. Talent implementation Product). Data madrasah to the committee,
Development & of School is collected parents of students, the
Excellence, 12(1). Based through community and the
Management observation, government and increasing
(SBM) in questionnaires healthy competition between
Madrasah of , document madrasas.
Tsanawiyah studies, and
Al-Musyarrofah interviews with
Jakarta. Madrasah
Supervisors,
Head of
Madrasah,
Deputy Head
of Curriculum
and Student
Affairs,
Madrasah
Committees,
Community
 and Students.

Source Objectives Method Significant Findings

Muslihah, O. E. The research Data was The results of this research
(2015). examines the collected, suggest firstly that there is
Understanding the correlation using significant correlation between
Relationship between the quantitative understanding of school-based
between School- understanding methods. management and principals
Based Management, of school- The performance. Secondly, there is
Emotional based statistical a significant correlation between
Intelligence and management, analysis emotional intelligences and
Performance of emotional used was principals performance. Thirdly,
Religious Upper intelligences the there is a significant correlation
Secondary School and Pearson between the understanding of
Principals in Banten headmaster Correlation, school-based management,
Province. Higher performance.  and emotional intelligence and
Education multivariate principals performance.
Studies, 5(3), 11-23. regression
analysis.

Source Objectives Method Significant Findings

Addi-Raccah, A., &  This study The sample Based on a discriminant
Gavish, Y. (2010). examines includes analysis, school principals in
The LEA’s role in a school 165 school localities that adopted the SBM
decentralized school principals’ principals, reform, reported that LEAs
system: The school attitudes of which increased their pedagogic
principals’ toward the 47.6 per influence on schools in return
view. Educational proactive role cent for providing financial resources.
Management of the LEAs in adopted the In contrast, in localities that
Administration & localities that SBM reform have not adopted the SBM
Leadership, 38(2), have adopted reform, schools principals’
184-201. the school reported being empowered at
based the local level, with the LEA
management perceived as advising schools.
(SBM) reform, The implications of this study for
in comparison school–LEA power relations are
with localities discussed based on the social
that have not. exchange theory
Source Objectives Method Significant Findings
Bandur, A. (2018). The purpose of Other This study concludes that
Stakeholders’ this paper is to dimensions SBM drives the
responses to school- explore the key of emergence of decision-
based management in determinants of quantitative making authority of
Indonesia. Internationa effective school- and principals, the presence
l Journal of based qualitative of participatory school
Educational management research decision-making, and
Management. (SBM) for were applied high involvement of
improved for the school council for better
teaching−learning purpose of teaching and learning
environments this study environments. In turn,
and student with active effective implementation
achievements, participation of SBM policy is
while identifying of 334 school associated with healthier
the major stakeholders, teaching−learning
reasons as to including environment and better
why poor principals, student academic
implementation of teachers, achievements. However,
SBM is parents, and less effective
associated with school implementation of SBM is
lower student council due to lack of proper
achievements. members. In understanding of the
addition to school stakeholders that
the survey, resulted in lower
33 Interviews academic achievement.
and FGDs
were
conducted
with the
participation
of 61 key
informants.
These were
followed by
an
examination
of school
documents,
including
students’
national
examination
results.
Source Objectives Method Significant Findings
Kasturiarachchi, C. This study was This is a It was revealed that the key
(2019). Hidden carried out to qualitative challenges faced by
stories behind the explore the research stakeholders as negative
challenges: School real study, and attitudes of community
Based Management challenges multiple case members towards school
experiences of Sri faced by the study development, lack of
Lanka. International stakeholders approach was resources; poor participation
Journal of of schools in used in of parents and past pupils in
Advanced implementing investigating school development. The
Educational SBM in Sri the research background of stakeholders of
Research, 4(4), 18- Lanka. The problem. school is one of the
26. main aim of Purposively challenges that they face in
this study was selected the implementing this
to investigate SDC members programme. Schools do not
experiences of as have adequate facilities for
School participants, extracurricular activities; the
Development and document Ministry of Education or
Committee analysis and Provincial Ministry of
(SDC) semistructured Education do not provide
members on interviews sufficient amount of resources
challenges in were to schools, so, they are
implementing employed for compelled to generate funds
SBM in Sri data gathering for school development.
Lanka..  in this study. However, schools have not
Thematic been provided sufficient
analysis was power and authority in
used in collecting funds, constructing
analyzing data buildings and purchasing of
lands etc. Therefore, existing
rules and regulations need to
be amended for the smooth
functioning of this programme
in school. It is imperative to
have a supervisory body for
monitoring schools, and a
better mechanism to train
staff members and relevant
partners of schools

Source Objectives Method Significant Findings

Karmila, N., & This research The research From the result of the study it
Wijaya, A. (2020). aims to is a descriptive can be concluded that the
IMPLEMENTATION determine the qualitative implementation of school
OF SCHOOL extent of the research that based management in
BASED
successful provides in Tambilung Elementary
MANAGEMENT IN
TAMBILUNG implementatio depth- School has only reached
ELEMENTARY n of school explanations of 83.62% which, if elaborated,
SCHOOL. JHSS based data and the success of each
(JOURNAL OF management information component, namely; the
HUMANITIES AND in Tambilung related to the school management
SOCIAL Elementary implementation component 85.89%, the
STUDIES), 4(1), 71-
School. of school- learning activity component
73.
based of community participation in
management the implementation of school
in terms of based management is
three core 88.80%
components
namely: (1)
School
Management,
(2) Active
Creative and
Enjoyable
Learning and
(3) Community
Participation

Source Objectives Method Significant Findings

Wiyono, B. B. The study was The study was The result of the study
(2017). The Effect aimed at conducted in showed that there was a
of School Based finding out the East Java, by significant positive effect of
Management effect of the involving three school-based management
Implementation on implementatio regions as implementation to the quality
the Education n of school- sample of the of education. The dimensions
Quality. Advanced based study, namely which could be dominant
Science management the district of indicators of the schoolbased
Letters, 23(9), 8612- towards the Malang, management respectively
8616. quality of Malang city, were accountability,
education. and the distric transparency, empowerment
of Pasuruan of community, empowerment
with the of school resources, and
 amount of 62 school autonomy.
schools by
using cluster
random
sampling
technique.
The study
used the
questionnaire,
interview, and
documentation
to collect the
data, whereas
descriptive
statistics and
regression
were the
technique to
analyse the
data. 

Source Objectives Method Significant Findings

KANDIE, S. J. This study set The study . The findings of the study
(2017). enhancing out to explore utilized cross- indicated that; there is still
democratic school school sectional need for school principals to
governance in principals’ descriptive be enlightened on how to
public secondary experiences survey strategy lead schools democratically,
schools in kenya: and practice in that employed opportunities for student
principals enhancing mixed methods participation in school
experiences and democratic approach of governance was minimal
practices (Doctoral school inquiry in a and that most principals do
dissertation, MOI governance in sequential not interact freely with
UNIVERSITY). public procedure. The teachers. The findings of the
secondary target study also revealed that
schools in population of there is a significant
 Kenya. Specific the study was relationship between
objectives of 122 principals, practices and processes put
the study were teachers, in place by school principal
to establish the parents and and democratic school
extent of 244 students of governance (F=32.393;
democratizatio public R=0.76; R 2 =0.577) and
n in schools, to secondary the constrains to democracy
establish school in in schools include; parents
practices and Baringo apathy, lack of proper
processes in County. The communication, curriculum,
schools that study sample time and lack of training
enhance was selected among stakeholders. The
democratic from 92 schools study recommends that the
school using stratified Ministry of Education should
governance, to and simple develop a policy on
examine the random and education for democracy for
school principal purposive schools; students should be
perception of sampling. given substantial role when
democratic Respondents setting up school rules and
school included 92 that principals should
Governance principals, 92 engender parents’
and to establish teachers’ participation in school
the challenges representatives, governance.
principals face and 184
in enhancing students. 
democratic
school
governance. 

Source Objectives Method Significant Findings

Horne, J. N. This research A qualitative The study revealed that
(2018). Dynamics of study is research democracy has not eradicated
school-based grounded design was past inequalities and
management in within a employed. deprivation. It was found that
previously theoretical The sample previously disadvantaged
disadvantaged framework that was purposive schools in many aspects
schools in South focuses on the and consisted remain poorly resourced and
Africa (Doctoral concepts, of principals understaffed and experience
dissertation, characteristics, and school difficulties in recruiting and
University of the assumptions, management retaining qualified educators.
Free State). theories and team Another problem concerning
processes of members of SBM in previously
school-based three disadvantaged schools is the
 management. previously incapacity of parents serving
disadvantaged on the SGB. The researcher
schools. In feels that the lack of
order to knowledge and skills of
confirm and parents serving on the SGB
validate the prevents them from 196
data that were participating fully in the
gathered decision-making at school
during the level. In such cases, the
interviews, a parents instead rely on the
documentary educators for the execution of
analysis was governance functions
performed.

Source Objectives Method Significant Findings

Villanueva, J. S., & This study It employed Results revealed different
Cruz, R. A. O. D. aimed to survey instructional practices
(2019). The Praxis of analyse the research employed by the teachers
School-Based praxis of SBM method to particularly in the three
Management on on curriculum randomly major subject areas
Curriculum and and learning selected identified. But despite these
Learning in the in one of the students practices, the study
Philippines. Internationa public schools and suggested that educational
l Journal of Social in the purposively institutions must still work on
Sciences & Educational Philippines. sampled programs and projects that
Studies, 6(2), 89. English, will fortify their partnerships
Science and and linkages in the
Mathematic community and other public
s and private institutions. This
(ENSCIMA) will help improve the
teachers pedagogical techniques and
and the instructional materials so as
school to respond to the diverse
head. needs of the students
towards effective and
efficient curriculum and
learning

Source Objectives Method Significant Findings

Purwanto, N. A. (2017, Objectives of Population of  It was concluded that
May). The Model the study the study Heads plan, organize
Development of Primary were: 1) to was 16 the activities of the
School Principal's analyze the DEOs, 490 school, carry out
Competence in Purworejo. performance Secondary surprise visits of the
In 1st Yogyakarta of secondary School, 1360 class rooms, delegate
International Conference on school Heads Secondary powers to the teachers,
Educational in Khyber School involve them in decision
Management/Administratio Pakhtunkhwa. teachers and making but do not carry
n and Pedagogy 2) to identify 7199 out random checking of
(YICEMAP 2017). Atlantis the present students. In the students note
Press. status of the sampling books. Heads need to
efficiency of process, improve their finance
Heads of proportionat management skills, to
secondary e sampling maintain liaison with the
schools and 3) and simple community as well as
to develop a random with their neighboring
frame work for sampling school Heads and also
improving techniques need administrative and
efficiency of were used. managerial training to
the secondary The selected improve their
school Heads. sample professional skills. It is
comprised of recommended that
16 DEOs, Secondary School
290 Heads may be given
Secondary administrative and
School managerial training to
Heads, 580 improve their
Secondary professional skills. 
School
Teachers
and 580
students.

Source Objectives Method Significant Findings

Purwanto, N. A. (2017, This study The study  The study shows that
May). The Model aimed to sample head/ coordinators of the
Development of Primary identify the involves academic department at
School Principal's degree of (120) male the Faculty of Science
Competence in Purworejo. administrative faculty and Arts have a medium
In 1st Yogyakarta empowerment members degree of administrative
International Conference on as well as the and (44) empowerment and a
Educational degree of the female medium degree of
Management/Administratio innovative faculty innovative behavior
n and Pedagogy behavior members alike. It also indicates
(YICEMAP 2017). Atlantis among the who were that there is a positive
Press. head/ selected correlation, which has
coordinators randomly statistical significance
of the from between the degree of
academic different administrative
department at human and empowerment among
the Science scientific the head/ coordinators of
and Art departments the academic
Faculty in at the department and their
Sharurah from Faculty of innovative behavior.
the faculty Science and
members' Arts in
perspective Sharurah.