Prepared by:

Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

Module 9:

SCHOOL-BASED MANAGEMENT

Introduction and Focus Question

As a school head in-the-making, the three previous modules gives you enough
knowledge on how to ethically and professionally create school-community
partnership and on how to effectively lead to empower involved school personnel in
order to achieve educational vision. This Module, in connection with the previous
modules, will introduce you to the recent DepEd thrust which will give you the
knowledge of operating school matters with appropriate utilization of organizational
leadership skills and school-community resources.
At the end of Module 4, you will be able to answer the following questions:

 What is School Based Management (SBM)?

 What are the advantages, disadvantages and demands of SBM?
 What are the practices related to SBM?
 What are the roles, functions and competencies of school head in SBM?

Lessons & Coverage

In this Module, you will examine the aforementioned questions when you study the
following lessons:
 1Why
Lesson are theyof
– Aspects significant in power
School-Based production?
Management
Lesson 2 – School Practices in School Based Management
Lesson 3 – School Head in the School Based Management

In these lessons you will learn to:

Lesson 1:  Define School Based Management
Aspects of School-  Determine advantages and disadvantages of SBM
Based Management  Identify demands of SBM
Lesson 2:  Describe four principles of School Based Management
School Practices in  Familiarize practices aligned to School Based
School Based Management
Management  Identify different levels of SBM Practice

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

Lesson 3:  Identify Functions of School Heads in School Based

School Head in the Management
School Based  Identify Roles of School Heads in School Based
Management Management
 Identify competencies of School Heads in School Based
Management

Module Map

Learning Goals & Target

In this Module, you will have the following targets:

 Explain the meaning, advantages, disadvantages and demands of SBM

 State practices aligned to SBM
 Explain the roles, functions and competencies of school heads in SBM

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Prepared by:
Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

Pre-Assessment
Choose the letter of the best answer.

1. It is the essence of SBM.

A. School Independence
B. Decentralization
C. School Empowerment
D. School Effectiveness

2. It is the principle where SBM is aligned.

A. Subsidiarity
B. Leadership and Governance
C. Accountability
D. Management of Resources

3. SBM has no weakness, only strengths.

A. True
B. False
C. Maybe
D. Cannot be answered

4. All of the choices are roles of school head in SBM, EXCEPT ONE.
A. Culture Developer
B. Builder Network and Support System
C. Visionary leader
D. Fiscal Resource Manager

5. All of the SBM aligned practices are in related to Leadership and Government EXCEPT ONE.
A. Development of a shared vision, mission and goals
B. Organization’s vision, direction and aspirations are periodically revisited and adjusted
C. Education plan is developed by community based on its aspirations
D. The community actively participates in mentoring the learners

6. With SBM in mind, which does not belong?

A. Decentralized Management
B. Devolution of powers to school
C. School Empowerment
D. Centralized Management

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Prepared by:
Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

7. It is what SBM keeping with as encouraged by Philippine Constitution.

A. Decentralized Management
B. Devolution of powers to school
C. School Empowerment
D. Centralized Management

8. Who are involved in SBM?

A. School, Community, and Parents
B. School head, teachers, community, students and parents
C. School head, teachers, community, and parents
D. School head, teachers, students, and parents

9. What is the ultimate goal of SBM?

A. To standardize education
B. To improve school performance
C. To develop the morale of the involved persons in SBM
D. To create new leadership among teachers

10. What is true about participatory decision-making in SBM?

A. It is advantageous because every involved person takes part in decision making
B. It is disadvantageous because it takes time and may slow down the process
C. Only A is true
D. Both A and B are true

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Prepared by:
Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

In this lesson you will be able to determine the aspects that describe school-based
management by your own. These aspects are very important for you to consider in making
best decision in your future school administration. Just like any other existence, School-
Based Management has meaning, advantages, disadvantages and demands.

Through the power of Republic Act 7160 or the Local Governance Code of 1991, local
government structures become more responsive because the authority to decide for
controlling and guiding actions of localities is transferred to Local Government. Likewise
with the creation of Republic Act 9155 or Governance of Basic Education Act of 2001, this
transfers the power and authority as well as the resources to the school level. And as school’s
conformation to law, its management initiative is the SBM or the School-Based Management.

MEANING OF SCHOOL BASED MANAGEMENT

Activity 1.1. Make Your Own Meaning

Direction: Read the following information in the table about SBM and use it to
make your own meaning about it.

All About School-Based Management

Who matters in SBM? School Head, Students, Parents, and Community
Who is the leader in SBM? School Head
In what level does SBM is
School-Based
based?
What is the essence of
School Empowerment
SBM?
In which Principle is SBM Principle of Subsidiarity (People at the lowest level knows best of their
aligned? problem and so are in the best position to address the same)
In which SBM is keeping
with as encouraged by Decentralization Move
Philippine Constitution?
What are the goals of  Increase parent & community participation
SBM?  Empower principals & teachers
 Build Local Capacity
 Improve School Quality and Efficiency
What are the theories  Good education not only about physical inputs but about
behind SBM? incentives leading to better instruction and learning
 Choice, competition and demand-side pressure can influence &
alter practice

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

 Schools can be held accountable for the ‘outputs’ they produce

 Accountability mechanisms that put people at center of service
provision can go long way in making services work & improve
outcomes (WDR 2004)

Make your own meaning here!

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Making your own meaning about SBM out of the given information gives you a full grasp
with the idea of SBM. Your own meaning about SBM will help you create your philosophy on
how you will manage and administer your future school.

ADVANTAGES AND DISADVANTAGES OF SBM

Activity 1.2. Find out the Advantages and Disadvantages

Direction: Read and analyze the situations below then answer what is being asked.

I. ADVANTAGES
A. Principal Z of Mabuhay National High School wants to improve learning of the students in his
school. He decided to conduct teacher conference. As he is conducting conference he elicits ideas
from the teachers and includes their opinion about the decisions being made. Principal A also
found out that there are teachers that are competent in making decisions that is best for their
learner’s learning.
QUESTION:
What could be the advantages being shown by the action made by Principal A? Give at least two.
ANSWER:
1. ____________________________________________________________________________
2. ____________________________________________________________________________

B. Principal B of Mapayapa National High School wants to conduct School-Community Moral

Recovery Seminar. He calls for a meeting that includes teachers, non-teaching staffs, SSG officers,
PTA Officers and representatives of Barangay Council. He let every attendees to suggest some
ways and means of conducting the program. He also presented the school budget, the available
resources, the spending limitations and the cost of the program. He let everyone raise their
opinion about the budget for its further reconstruction and proper redirection. After budgeting

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

had settled, he also conducted election for members of different deciding committee for the
programs. Principal B is so happy that he had created a more effective design of the program.
QUESTION:
What could be the advantages being shown by the situation of Principal B? Give at least two.
ANSWER:
1. ____________________________________________________________________________
2. ____________________________________________________________________________

C. Every month Office-in-Charge of Dalampasigan National High School is changing. This month is
Teacher C’s becoming of school’s Office-in-Charge. She was given a task by the Principal to be his
substitute while he is not around. Despite given with a very big task, Teacher C learns to have
enthusiasm with the given job and she becomes loyal to it. She also learns how to manage the
daily operation of the school and how to empower her co-teachers to get aligned with the
educational goal of the school.
QUESTION:
What could be the advantages being shown from the situation of Teacher C? Give at least two.
ANSWER:
1. ____________________________________________________________________________
2. ____________________________________________________________________________

II. DISADVANTAGES
D. Principal H, being the school administrator, is creating annual school-site based budget,
monitoring its operations, making its adjustments and creating its regular reports. It is
constraining his time because aside from school-based financial management he has also tasks in
his day-to-day routine as school administrator. If he does not have a background on accounting
and financial management, he may not properly handle the financial affairs of the school.
Sometimes, teacher H meets conflicts between him and some teachers in the way they view on
how money should be spent. Sometimes teacher H thinks that the school-based financial
management gives the central authority lack of control because budget of different school had
varied in efficiency of management and this may bring some issues on how the school’s money is
spent.
QUESTION:
What could be the disadvantages of SBM in budgeting school money according to the experience
of Teacher H? Give at least two.
ANSWER:
1. ____________________________________________________________________________
2. ____________________________________________________________________________

E. As Principal B calls out for an emergency meeting. He had opened-up that the moral recovery
program will be postponed due to the delayed time of stakeholders’ consultation with the latter
said program. He started to have participatory decision-making about the plan B. Every attendees
had actively participated and shared their opinions. After the decision-making process, Principal
H found-out that their activity, though actively participated, their process had flowed so slow and
had taken so much time.

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

QUESTION:
What could be the disadvantages being shown by the situation of Principal B? Give at least two.
ANSWER:
1. ____________________________________________________________________________
2. ____________________________________________________________________________

You have just determined the advantages and disadvantages of school-based

management. What is the significance of knowing both? The awareness of advantages and
disadvantages of school-based management help you to formulate best decisions and
appropriate strategies to overcome challenges and to embrace the benefits at the same time
while you are on your future days of administering your school.

DEMANDS OF SCHOOL-BASED MANAGEMENT

Activity 1.3. What are my demands?

Direction: Complete the 6 demands of SBM according to examples. (Highlighted phrases are
the clues. All of the incomplete words are one word.)

1. Defining R______________s
Preparation of a constitution for the management committee of the school, setting out the composition
of the management committee, the term of office of the managers, their roles and responsibilities, their
nomination and election, the selection of school supervisor and office bearers, as well as the standing
orders and procedures for participation of stakeholders in policy-making.

2. Widening P______________n
Giving stakeholders the chance to participate in school management, planning and development and in
the evaluation of school effectiveness.

3. Developing P______________m
Development of formal procedures for staff appraisal and provision of resources for staff professional
development according to teachers’ needs.

4. Setting G______________s
Setting school goals and preparing school profiles, and producing school development plans, school
reports, school budgets and financial reports.

5. Evaluating E______________s
Annual evaluation of the progress of school programs and preparation of evaluation reports at the end
of the school year for follow-up actions for effective management.

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

6. Developing C______________s
Displaying fully the spirit of school-based management by adopting flexibly a school-based model
designed specifically according to the actual circumstances of the school, and developing a culture and
characteristics unique to the school.

You have just determined the demands of school-based management. Being aware of its
demands makes you open to its real world. The demands will help you if what your school is
lacking to be managed in school level. Knowing the demands will give you knowledge what
to meet to attain more effective school management.

You are now done with the aspects of School-Based Management. You are now ready to
know about school practices that are aligned to school-based management.

FIVE-SENTENCE ESSAY

Direction: Briefly discuss what you have learned about the meaning, advantage, disadvantage
and demands of School-based management within five sentences only.

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Prepared by:
Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

You have been through with the meaning, advantages, disadvantages and demands of
School-Based Management. Now that you have knowledge about aspects of SBM you will
now have to identify several practices that are related to it. The sample practices that you
are about to meet are classified according to the four principles of SBM: the Leadership and
Governance; Curriculum and Learning; Accountability and Continuous Improvement; and
Management of Resources. You are also able to identify levels of practicing SBM.

Activity 2.1. Schema, Schema

Direction: With further knowledge about SBM cite at least one school practice you’ve observed
that you think is in-line with each principle of SBM.

Leadership and
1. ________________________________________________________
Governance
Curriculum and
2. ________________________________________________________
Learning
Accountability and
Continuous 3. ________________________________________________________
Improvement
Management of
4. ________________________________________________________
Resources

FOUR KEY DIMENSIONS OF SCHOOL-BASED MANAGEMENT

Activity 2.2. What is my description?

Direction: Match each principle of School-Based Management with their respective

description.

DIMENSION DESCRIPTION
1. Leadership A. The learning systems collaboratively developed and continuously
and improved, anchored on the community and learners’ contexts and
Governance aspirations
2. Curriculum B. A clear, transparent, inclusive, and responsive accountability system
and Learning is in place, collaboratively developed by community stakeholders,
which monitors expected and actual performance, continually
addresses the gaps, and ensures a venue for feedback and redress

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

3. Accountability C. Resources are collectively and judiciously mobilized and managed

and with transparency, effectiveness, and efficiency.
Continuous
Improvement
4. Management D. A network of leadership that provides the vision and direction to the
of Resources education system making it relevant and responsive to the contexts
of diverse communities

PRACTICES ALIGNED WITH SCHOOL BASED MANAGEMENT

Activity 2.3. Highlight the Important

Direction: Read each examples of practices aligned in every principles of SBM. Highlight the key
concepts of each practices.
I. LEADERSHIP AND GOVERNANCE

1. There is in place a mechanism that allows for the development of a shared vision, mission, and
goals (VMG) which reflects the aspirations and thrusts of the community.
2. The organization’s vision, direction, and aspirations are periodically revisited and adjusted by
the learning managers, learning facilitators, and community stakeholders to respond to the
community’s conditions and emerging needs.
3. Stakeholders actively participate, through dialogue and/or consensus building, in formulating
relevant policies and guidelines in conducting regular review and updating of community
initiatives
4. The organizational structure for education governance promotes ownership of goals and
members assumed particular roles and responsibilities to carry out initiatives
5. The community facilitates the development of an education plan based on its vision, direction,
and aspirations.
6. The governance practices facilitate regular information and feedback sharing on the progress of
the education development program
7. Decisions are consistently based on valued and respected information sources and processes
that adhere to vision, direction, and aspirations of the community
8. Stakeholders demonstrate initiative, openness, and build effective relationships to contribute to
the attainment of the organization’s vision, mission, and goals
9. There is in place a development program to enhance leadership competencies of stakeholders
to face emerging opportunities and challenges

II. CURRICULUM AND LEARNING

1. The implemented curriculum is rights-based, inclusive, culturally and developmentally

appropriate to the needs and interests of the learners and community, localized for relevance to
the community life, consistent to the vision, mission, and goals, and oriented towards individual
and community well-being.

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

2. The learning systems are regularly and collaboratively monitored by the community using
appropriate tools to ensure the holistic growth and development of the learners and the
community
3. Appropriate assessment tools for teaching and learning are continuously reviewed and
improved, and assessment results are contextualized to the learner and local situation, and the
attainment of relevant life skills
4. The community actively participates in developing and mentoring the learners’ awareness and
practice of good citizenship and shares in the attainment of individual and collective
competencies
5. Methods and resources are learner and community-friendly, enjoyable, safe, inclusive,
accessible, and aimed at developing self-directed learners
6. Learning environment, methods, and resources are accessible and promote effective learning
and are appropriate to the learners’ ecology, history, community worldview, values, and
spirituality
7. Learning managers and facilitators (teachers, administrators, and community members) nurture
values and environments that are protective of all children, inclusive of all children, and
demonstrate behaviors consistent to the organization’s vision, mission, and goals
8. Learners are equipped with essential knowledge, skills, and values to assume responsibility and
accountability for their own learning

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

1. Roles and responsibilities of accountable person/s and collective body/ies are clearly defined
and agreed upon by community stakeholders
2. Achievement of goals is recognized based on a collaboratively developed performance
accountability system; gaps are addressed through appropriate action
3. The accountability system that is owned by the community is continuously enhanced to ensure
that management structures and mechanisms are responsive to the emerging learning needs
and demands of the community
4. Accountability assessment criteria and tools, feedback mechanisms, and information collection
and validation techniques and processes are inclusive and collaboratively developed and agreed
upon.
5. Participatory assessment of performance is done regularly with the community. Assessment
results and lessons learned serve as basis for feedback, technical assistance, recognition and
plan adjustment

IV. MANAGEMENT OF RESOURCES

1. Regular resource inventory is collaboratively undertaken by learning managers, learning

facilitators, and community stakeholders as basis for resource allocation and mobilization
2. There is a regular dialogue for planning and resource programming, that is accessible and
inclusive, to continuously engage stakeholders and support the implementation of community
education plans
3. There is in place a community developed resource management system that drives appropriate
behaviors of the stakeholders to ensure judicious, appropriate, and effective use of resources.

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

4. Regular monitoring, evaluation, and reporting processes of resource management are

collaboratively developed and jointly implemented by the learning managers, facilitators, and
community stakeholders
5. There is a system that manages the network and linkages that strengthen and sustain
partnerships for improving resource management

Wow, you have just highlighted the key ideas of each practices. Those practices are based on the
revised SBM Assessment Tool. Those are the practices that serve as indicator if your school have quality
standards of operating school-based management. Aside from those practices there are also levels of
practicing SBM. The next activity will tell you if what are the levels do SBM practice have.

LEVELS OF SBM PRACTICE

Activity 2.4. What’s the level?

Direction: Read the situations below and choose from the box if in what level and what
description they belong.

Situation Description Level

1. Mabuhay National High School ensures
the production of intended outcomes and
meets all standards of a system fully
integrated in the local community. It now
is a self-renewing & self-sustaining school.
2. Dalampasigan National High School is just
developing its structures and mechanisms
with acceptable level and extent of
community participation and impact on
learning
3. Bukid National High School is now
introducing and sustaining continuous
improvement process that integrates wider
community participation.

CHOICE BOX

Description A. Developing B. Maturing C. Advanced

Level D. I E. II F. III

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

Wow! All by yourself, you have determined what school is in advanced, maturing and
developing level of SBM practice. In determining SBM level of practice, your school will
undergo assessment using the revised SBM assessment tool. If your school is assessed as
Advanced, your school is a candidate for accreditation. Accreditation is a process of self-
evaluation and peer review to ensure that quality standards agreed upon by stakeholders,
are understood, implemented, maintained and enhanced for continuous improvement of the
learner outcomes. (DEPED DO 20, s. 2013). Accreditation status are the following: (1)
Candidate Status, (2) Accredited (Initial Accreditation) and (3) Autonomous (Re-Accredited
Status).

You have now been familiarized with the key dimensions of SBM, aligned practices in
SBM and the levels of SBM practice. These are important for you as a future school head, for
you to establish an appropriate SBM programs and suitable SBM practices in your future
school. Since you have enough knowledge about what are to practice in a school-based
management, you are now ready to take another step of knowing your functions, roles and
competencies as a future school head in a school-based management.

FIVE-SENTENCE ESSAY

Direction: Briefly discuss what you have learned about the four principles, aligned practices and
levels of practice of school-based management within five sentences only.

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

In lesson one, it is the school head who is the leader in a school-based management. In
lesson two, it is the school head who is the taskmaster of SBM practice. In this last lesson,
the school head will be the focus, because it is in the school head where success of SBM had
very much depended. You must have remembered the four principles of SBM because all your
roles, functions and competencies as future school head are connected from them.

THE ROLES OF A SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT

Activity 3.1. What’s the Role?

Direction: Having the knowledge about the four principles of SBM, choose the LETTER of the
best role for each principle in the given choice box.

PRINCIPLES ROLE
Leadership and
1. ________________________________________________________
Governance
Curriculum and
2. ________________________________________________________
Learning
Accountability and
Continuous 3. ________________________________________________________
Improvement
Management of
4. ________________________________________________________
Resources

CHOICE BOX: ROLES

A. School Culture Developer
B. Authoritative Leader
C. Fiscal Resource Manager
D. Multi-literate Administrator
E. Builder of Networks and Support System
F. Curriculum Developer
G. School Boss
H. Visionary Principal, Motivator, Advocate and Planner

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

THE FUNCTIONS OF A SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT

Activity 3.2. What’s the Function?

Direction: Having the knowledge about the four principles of SBM, choose the LETTERS of all
functions that are related for each principle in the given choice box.

PRINCIPLES FUNCTIONS
Leadership and
Governance
Curriculum and
Learning
Accountability and
Continuous
Improvement
Management of
Resources

CHOICE BOX: FUNCTIONS

A. Lead in setting the vision, mission and goals of the school
B. Organize and expand school, community and local government networks and groups
that will actively participate in school improvement
C. Lead in developing and maintaining the school management information system
D. Create a physical and psychological climate conducive to teaching and learning
E. Localize and implement school curriculum
F. Encourage development and use of innovative instructional methods focused on
improving learning outcomes
G. Administer and manage all personnel, physical and fiscal resources of the school
H. Encourage and accept donations, gifts, bequests and grants for educational purposes
and report all such donations to the appropriate offices
I. Lead in developing the School Improvement Plan with the participation of staff and
community

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

THE COMPETENCIES OF A SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT

Activity 3.3. What’s the Competencies Needed?

Direction: Having the knowledge about the four principles of SBM, choose the LETTERS of all
competencies that related for each principle in the given choice box.

PRINCIPLES COMPETENCIES
Leadership and
Governance
Curriculum and
Learning
Accountability and
Continuous
Improvement
Management of
Resources

CHOICE BOX: COMPETENCIES

A. Serving as model for transparency and accountability especially in financial management
B. Fund Management
C. Participatory and peer-based instructional supervision
D. Change and future orientation
E. Networking, organizing, social mobilization, advocacy
F. Development of teamwork, building consensus and skills in negotiation and conflict resolution
G. Creation of an open learning system based on several resource materials
H. Participatory planning and administrative management
I. Designing of the curriculum to address both national goals, local needs and aspirations
J. Generation and use of data and information as basis for planning and management
K. Development of collective accountability for school and student performance

Congratulations! You have just finished the last lesson of this module. It is important to
determine the relationship of four SBM principle to your roles, functions and competencies
as future school head. The four principles of SBM is very important because these are the
basis for assessing your school’s performance and quality standards in exercising school-
based management. That’s why connecting the given roles, functions and competencies with
them will give you further understanding on how you will effectively and functionally act as
SBM school head.

FIVE-SENTENCE ESSAY

Direction: Briefly discuss what you have learned about the roles, functions and competencies of
a school head in school-based management within five sentences only.

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

APPLICATION
As application of what you have learned from this module, pick at least two activities that you want to
do as your module output:
 Self-Reflection
Make a one paragraph essay about the topical question:
As a future educational leader, do I welcome SBM or do I it as an additional work?
 Web Connection
Which countries apply SBM? Did SBM implementation help improve their schools? Make a brief
report paper about it.
 Tech Application
Choose at least one topic below and make a one-minute video presentation using any kind of
video-making application. The topics that you can choose are:
The Meaning and Demands of SBM The Aligned Practices in Management of
The Advantages and Disadvantages of SBM Resources
The Four Principles of SBM The Levels of SBM Practice and
The Aligned Practices in Leadership and Accreditation
Governance The Roles of School Head in SBM
The Aligned Practices in Curriculum and Learning The Roles of School Head in SBM
The Aligned Practices in Accountability and The Functions of School Head in SBM
Continuous Improvement The Competencies of School Head in SBM

SUMMARY

 SBM means school-based management. It is the empowerment of schools to direct their own affairs
for high performance. It involves the school head leading his/her teachers, students, parents and
other members of the community to address problems and concerns with the ultimate goal of
improving the school performance. It is based on the principle of subsidiarity. Which states that it
is those who are most involved at the lowest level of the organization who can best solve their
problems.
 The advantages of SBM includes:
Allows competent individuals in decision making Redirection of resources for goal support
Gives voice to the entire school in key decisions Realistic budgeting
Focus accountability for decision Improve teacher’s morale
Greater creativity in program designing Nurture new leadership skills
 The disadvantages of SBM includes:
In Budgeting In Participatory Decision-making
Time Constraint Needs for Specialization Needs more time/ Delays time
Conflicts Lack of Control Slows down the process
 The Four Principles of SBM includes:
 Leadership and Governance  Accountability and Continuous Improvement
 Curriculum and Learning  Management of Resources

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

SUMMATIVE ASSESSMENT
Choose the letter of the best answer.

1. It is the principle of SBM where resources are collectively and judiciously mobilized and managed with
transparency, effectiveness, and efficiency.
A. Subsidiarity
B. Leadership and Governance
C. Accountability
D. Management of Resources

2. It is those who are most involved at the lowest level of the organization who can best solve their
problems. What principle is this?
A. Subsidiarity
B. Leadership and Governance
C. Accountability
D. Management of Resources

3. It is the DEPED management initiative in conformation with Republic Act 9155.

A. Decentralized Management
B. Basic Education Governance
C. School-Based Management
D. School-Level Management

4. School-based management is an educational thrust where authority, resources, and decision making
is devolved to what level?
A. School Level
B. Community Level
C. Congressional Level
D. District Level

5. All of the SBM aligned practices are in related to Curriculum and learning EXCEPT ONE.
A. Appropriate assessment tools for learning are continuously reviewed and improved
B. The learning systems are regularly and collaboratively monitored
C. Education plan is developed by community based on its aspirations, directions and visions
D. The community actively participates in mentoring the learners

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Mark Joshua B. Diego BSED 2A Science & Sean Andrei Ortil BSED 2A Filipino

6. Who is the leader in SBM?

A. School Head and Stakeholders
B. School Head and Teacher
C. School Head only
D. School Division Superintendent

7. The school head is a curriculum developer in SBM, all of the following are his competencies EXCEPT
ONE.
A. Development of collective accountability for school performance
B. Creation of an open-learning system based on several resources
C. Networking, organizing, social mobilization, advocacy
D. Participatory and peer-based instructional supervision

8. The school head in SBM is a builder of networks and support systems, the following statements are
his functions, except one.
A. Organize and expand school, community and local government networks and groups that will
actively participate in school improvement
B. Lead in developing and maintaining he school management information system
C. Lead in developing the School Improvement Plan with the participation of staff and community
D. Administer and manage all personnel, physical and fiscal resources of the school

9. What is the essence of SBM?

A. School Independence
B. Decentralization
C. School Empowerment
D. School Effectiveness

10. What is the status of the school if it has recently assessed as “Advanced”?
A. Autonomous
B. Accredited
C. Candidate for Accreditation
D. Quality Standard

References:
Print Resource:
 Prieto, Nelia G., Arcangel, Clotilde N., & Corpuz, Brenda B. (2019) The Teacher and the School
Community, School Culture and Organizational Leadership. Lorimar Publishing Inc.
Online Resources:
 https://www.teacherph.com/a-comprehensive-guide-to-school-based-management-sbm/
 https://www.teacherph.com/sbm-assessment-tool-with-contextualized-means-of-verification-movs/

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