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The Teacher and the Community, School Culture and Organizational Leadership
EDUC 123
2:00 – 5:00 PM
April 19, 2023
Prof. Shiera N. Gannaban

Topic:

Roles, Functions and KSAs Required of School Heads for Effective SBM

Objective:
 Explain the roles, functions and competencies of school heads in SBM

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. Likewise with the introduction of School-Based Management in Philippine
Schools, schools are given more power to direct their affairs with the learning and development of learners
as ultimate goal.
The Meaning of School-Based Management (SBM)
 School Based-Management is a decentralized management initiative by developing power or
authority to School Head, Teacher, Parents, and Students.
 SBM is a strategy to improve education by transferring significant decision-making authority
from the DepEd Central Office, regional offices, division offices to individual schools.
 SBM provides principles, teachers students and parents greater control over the education process by
giving them responsibility for decision about the budget, personnel, and the curriculum
 True the involvement of teachers, parents, and other community members in this key
decision, SBM can create more effective learning environments for children.
SBM and The Principle of Subsidiarity
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 problems and so are in the best position to address the same. This tenet holds
that “nothing should be done by a larger and more complex organization which 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 that more decentralized entity.”

Advantage of SBM
The following are strengths of SMB:
 Allow competent in individuals in the school to make decision that will improve learning.
 Give the entire school community a voice in a key decisions.
 Focus accountability for decision.
 Lead to greater creativity in the design of programs .
 Redirect resources to support the goals development in each school.
 Lead to realistic budgeting as parents and teachers become more aware of the school’s financial
status, spending limitation, and the cause of its program.
 Improve morale of teachers and nurture new leadership at all levels.
 Through SBM, decision-making authority is devolved to the school heads, teachers, parents and
students. This is school empowerment.
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 Involving stakeholders – parents, teachers, students, and other members of the community – Is
also helpful in the mobilization of local resources the compliment public resources.
 Through SBM, problems and needs at the school level gets old faster and specific personalities and
cultures are taken into consideration.
 In SBM, schools take their responsibility to plan and implement their School Improvement Plan
(SIP). It is the school that determine the number and kind of teachers they need, The kind of
learning materials and resources they need.
 Since school are given more power to direct themselves, they are made accountable for result.
SBM makes school accountable to the stakeholders.
Legal Basis of SBM
 The Philippine constitution provides that Congress shall enact a local government code that will
institutionalize a system of decentralization (Article 10, Sec. 3) Whereby local government units
shall be extended more power, authority.
 R.A 7160 also known as the Local Government Code.
 Introduction of SBM through R.A 9155 on the Basic Governance Act.
Condition for the Success of SBM
 Teachers, School heads must be given the opportunity to make choices. they must actively
participate in school improvement planning.
 The involvement of parents and teachers must be strongly encouraged and highly welcome.
 Higher authorities must actively encourage thoughtful experimentation and innovation in the
atmosphere where mistake are viewed as learning experience. they must be willing to share their
authority with the academic and the larger community.
 Teachers must develop reflection, problem solving.
In addition, based on international experience, the following must be present for SBM to success 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
success of SBM very much depends on the school head.

Roles Functions Knowledge /

Visionary principle,
motivator, advocate and
planner
Builder open networks and
support system
Lead in setting the vision,
mission and goals of the
school
Organize / expand
school, community and local
government networks and
groups that will actively
participate in school
improvement
Lead in developing the
school improvement plan
will
the participation of the staff
and the community
Lead in developing and
maintaining the school
management information
system
skills / attitude
required
Change and future orientation
Networking, organizing , social
mobilization, advocacy
Development of teamwork,
building consensus and skills
in negotiation and conflict
resolution
Participatory planning
and administrative
management
Generation and use of data and
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information as basis for

planning and management

FACTORS OF SCHOOL EFFECTIVENESS BASED ON RESEARCH

 Effective practices need to be institutionalized for them to become part of the school culture.
School-Based Management (SBM) is the mechanism introduced by the Department of Education in
the Philippines to continuously work and effective schools.
 Their research finding of OECD confirms “that school autonomy has a positive relationship with
student performance when accountability measures are in place end/or when school principals and
teachers collaborate in school management” (OECD. 2012).
 China and Singapore have been “developing more responsibility to the school level” (Stewart ,
2008 )
 In Finland, accountability rests on the trust placed by families and government in the professional
competence of teachers (Stewart, 2008)
 In the Philippines, the devolving of more responsibility to the school was done through the
School-Based Management (SBM).
 SBM was introduced during the implementation of the Third Elementary Education Project
(TEEP), 1999 -2005. in 2005, TEEP conducted a study to determine The effect of school-based
Management on student performance in the Philippines using the administrative data set of all
public schools in 23 schools this districts over a 3-year period, 2003-2005.
 With SBM, significant decision-making authority was transferred from state and district offices to
dividual school. SBM provided principals, teachers, students, and parents greater control over the
education process by giving them responsibility for decision about the budget, personnel, and the
curriculum.
 Through the involvement of teachers, parents, and other community numbers in this key decision,
SBM can create more effectively learning environments for children.
 To further strengthen the school-based management practice and reemphasize the centrality of the
learners and the involvement of relevant community in basic education service delivery.
 The Department of Education (DepEd) embarked on revisiting the SBM framework, assessment
Process and tools to improve on already recognized successful SBM practices across the region (DO
83, s 2012).
 To institutionalize decentralization efforts at the school level and in line with Republic Act No.
9155 also known as Governance of Basic Education Act of 2001.
 The Department of Education (DepEd) provided School-Based Management Grants as additional
funds to public elementary and secondary schools to augment the school fund on maintenance and
other operating expenses (DO 45, s 2015).
PHILIPPINE ACCREDITATION SYSTEM FOR BASIC EDUCATION (PASBE)
 The institutionalization of SBM was strengthened with the introduction of the Philippine
Accreditation System for Basic Education (PASBE) which was launched through DepEd Order No.
64, s 2012.
 Accreditation is a process of self-evaluating and peer-review to ensure that quality standards
agreed upon by stakeholders are understood, implemented, maintained, and enhanced for
continuous improvement of learner outcomes (DepEd DO 20, s, 2013)
 The Philippine Accreditation System for Basic Education (PASBE) Supplemental Guidelines to
DepEd (Order No. 83, s, 2012)
 The agreed upon standards of quality or effective schools are grounded on the four principles of A
Child and Community Centered Education System (ACCESS)
1. Principle of collective leadership
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2. Principle of community-based learning

3. Principle of accountability for performance and result and

4. Principle of convergence to harness resources for education All of these four principles can also apply SBM

 The school level of SBM practice can either be Level 1, developing, Level 2, Maturing and Level 3,
Advanced.
 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/