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 Introduction

The Local Governance 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.
What is School Head?
What is School-based
management?
 SBM is in keeping with the principle of
subsidiarity which state that it is the people
at the lowest level who will know best their
SBM and problems and so are in the best position to
address the same. This tenet holds that
The “nothing should be done by a larger and

Principle of more complex organization which canbe

done as well by a smaller and simpler
Subsidiarity organization. In other words, any activity
which can be performed by a more
decentralized entity should be done by that
more decentralized entity.”
Advantage of SBM
The following are
the strengths of
SBM:
Legal Basis of SBM

Reported by: Honey Lyn Punay

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Condition for the Success
of SBM
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• Have developed an effective school
support system;
• Are provided with regular
information on their performance;
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• Emphasize the motivational

element in the management
work of the principal.
Functions of a
School Head
Reported by: Reymark Ostia
 Knowledge/Skills/Attitude
Roles Functions required

Visionary principle, Lead in setting the

Change and future
motivator, advocate and vision, mission and
planner orientation
goals of the school

Organize / expand school,

community and local Networking,
Builder open
government networks organizing , social
networks and and groups that will mobilization,
support system actively participate in
advocacy
school improvement
 Knowledge/Skills/Attitude
Roles Functions required

Lead in developing Development of

the school
Builder open teamwork, building
improvement plan will
networks and consensus and skills
the participation of
support system in negotiation and
the staff and the
community conflict resolution

Lead in developing Participatory

and maintaining the planning and
school management administrative
information system management
 Knowledge/Skills/Attitude
Roles Functions required

Development of
Create a physical and
collective
Curriculum psychological climate
accountability for
developer conducive to teaching
and learning school and student
performance

Designing of the
Localize and curriculum to address
implement school both national goals,
curriculum local needs and
aspirations
 Knowledge/Skills/Attitude
Roles Functions required
Encourage development and
use of innovative instructional
Creation of an open
methods focused on improving
learning system based
Curriculum learning outcomes, increasing
on several resource
developer access to basic education,
materials rather on
improving the holding power of
schools and addressing specific
single textbooks
local problems

Participatory and peer-

based instructional
supervision
 Roles Functions Knowledge/Skills/Attitude
required

Administer and manage all

Fiscal Resource personnel, physical and
Fund management
Manager fiscal resources of the
school

Encourage and accept

Serving as model for
donations, gifts, bequests
transparency and
and grants for educational
accountability
purposes and report all
especially in financial
such donations to the
management
appropriate offices
Factors of School Effectiveness
Based on Research
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 Philippine Accreditation
System for Basic Education
(PASBE)

Reported by: Joela Mae Versaga

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 The school level of SBM practice can either be
Level 1, developing, Level 2, Maturing and Level

A school that reaches the highest level of SBM

practices qualifies for an accredited status.
A school in Level I, Developing, means that the school is
developing structure and mechanism with acceptable
level and extent of community participation and impact
on learning.

A school level II, described as Maturing, means that the

school is introducing And sustaining continuous
improvement process that integrates wider community
participation and significantly improved performance
and learning outcome.
 Level III, Advance (Accredited) Means
that the school is ensuring the production
of intended outputs/outcomes and
meaning all standards of a system fully
integrated in the local community and its
self-renewing and self-sustaining .
Factors that Contribute to
School Effectiveness
Research findings point to the following factor
that spell school effectiveness:

1. Human factors – this includes a dynamic

school head, highly selected competent and
committed teachers, highly motivated pupils
with high expectation, and a supportive
community.
2. Non-Human factors, process- This refers to clear
and shared vision mission (focus), high
expectation/ambitious Standards, emphasis on
accountability, align curriculum, instruction and
assessment with state / DepEd standards,
efficiency or optimal utilization off resources and
facilities, collaboration and communication, focus
professional development, and global and future
orientation.
 Reference
:
https://www.studocu.com/ph/document/t
arlac-agricultural-university/secondary-
education/the-school-head-in-school-
based-management-sbm/17130580
Thank you for
listening.