THE SCHOOL HEAD IN

SCHOOL-BASED MANAGEMENT
(SBM)
Learning Outcomes
• Explain the meaning, advantages,
disadvantages, and demands of SBM;
• State practices aligned to SBM; and
• Explain the roles, functions, and
competencies of school heads in SBM.
Let’s Analyze
• What problems did Mabuhay Elementary School have?
• What did Ms. Ligaya, the school head, do to address the
problem?
• Could it have been better if she addressed the problem by
herself? What could have possibly happened if she did it
alone?
• What was the advantage of involving others in addressing
the problems?
• Wasn’t a directive from the Office of the Superintendent or
Regional Director the fastest solution to the problems?
Why or why not?
What is School-Based Management?
• School-Based Management is a decentralized
management initiative by developing power or authority to
school heads, teachers, 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 and the Principle of Subsidiarity
• SBM is in keeping the principle of subsidiarity which
states that it is the people at the lowest level who will
know best their problems and so are the best position
to address the same.

• This tenet holds that that “nothing should be done by a

larger and more complex organization which can be done
as well by a smaller and simpler organization”.
Advantages of SBM
• Allow competent individuals in the schools to make
decisions that will improve learning;
• Give the entire school community a voice in key
decisions;
• Focus accountability for decisions;
• Lead to greater creativity in the design of programs;
• Redirect resources to support the goals developed in
each school;
• Lead to realistic budgeting as parents and teachers
become more aware of the school’s financial status,
spending limitations, and the cost of its programs; and
• Improve morale of teachers and nurture new leadership at
all levels.
Legal Basis of SBM
• Article 10, Section 3 of 1987 Constitution

• Local Government Code of 1991 (RA 7160)

• Basic Education Governance Act (RA 9155)

Conditions for the Success of SBM
• Teachers, school heads must be given the oppotunity to
make choices.
• The involvement of parents and teachers must be strongly
encouraged and highly welcomed.
• Stakeholders must participate in the development of a
School Improvement Plan (SIP).
• Higher authorities must actively encourage thoughtful
experimentation and innovation in an atmosphere where
mistakes are viewed as learning experiences.
• Teachers must develop reflection, problem solving.
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
the DO 64, s. 2012.
• 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 continous improvement of learner
outcomes (DO 20, s. 2013, DO 83, s. 2012).
Four Principles of A Child-and-Community-
Centered Education Systems (ACCESs)
• Principle of Collective Leadership
• Principle of community-based learning
• Principle of accountability for performance
and results
• Principles of convergence to harness
resources for education
Accreditation Levels
• Level I - Developing
- it means that the school is developing structures
and mechanisms with acceptable level and extent
of community participation and impact on learning.
• Level II - Maturing
- it means that the school is introducing and
sustaining continous improvement process that
integrates wider community participation and
significantly improve performance and learning
outcomes.
• Level III - Advanced (Accredited)
- it means that the school is ensuring the
production of intended outputs/outcomes and
meeting all standards of a system fully integrated
in the community and is self-renewing and self-
sustaining.
Factors that contribute to School
Effectiveness
• Human factors - These include a dynamic school head,
highly selected competent and commited teachers, highly
motivated pupils/students with high expectations, and a
supportive community.
• Non-human factors, processes - These refer to clear
and shared vission-mission (focus), high
expectations/ambitious standards, emphasis on
accountability, alligned curriculum, instruction and
assessment with state/DepEd standards, effeciency or
optimal utilization of resources and facilities,collaboration
and communication, focused professional development,
and global and future orientation.