SCHOOL-BASED

MANAGEMENT
THEORY
EDUC 402 – Advanced Sociological
and Psychological Foundations of
education
Presenters

JECELLA DENISE R. RIGODON

MAT - ENGLISH

CHERRY MAY B. TUMABIENE

MAT - ENGLISH
 BACKGROUND

The implementation of the Governance of Basic Education Act

of 2001 (RA 9155) provided the mandate for decentralizing the
system of school management and recognized the role of the
Local Government Units and other stakeholders as partners in
education service delivery.
 SCHOOL-BASED
MANAGEMENT THEORY
School-based management (SBM) is a strategy to improve education by
transferring significant decision-making authority from state and district
offices to individual schools. SBM provides principals, teachers, students,
and parents greater control over the education process by giving them
responsibility for decisions about the budget, personnel, and the curriculum,
the involvement of teachers, parents, and other community members in
these key decisions, SBM can create more effective learning environments
for children.
 LEGAL BASIS OF SBM

The Local Government Code of the Philippines (R.A.

7160)

The Medium-Term Philippine Development Plan

(MTPDP 2004-2010)

Basic Education Sector Reform Agenda (BESRA)

through Key Reform Thrusts (KRT’s)
 LEGAL BASIS OF SBM

Governance of Basic Education Act (R.A.9155)

The Schools First Initiative (SFI) of 2004

 The main goal of SBM
is to improve
School Performance and Student
Achievement
 The School-Based Management Portal has four
different components

1st 2nd 3rd 4th

LEADERSHIP AND CURRICULUM ACCOUNTABILITY  MANAGEMENT OF
GOVERNANCE INSTRUCTION AND CONTINUOUS  RESOURCES
IMPROVEMENT
LEADERSHIP AND
GOVERNANCE
LEADERSHIP AND
GOVERNANCE

A network of leadership and governance 
guides the education system to achieve its
shared vision, mission and goals
making them responsive and
relevant to the context of diverse environ
ments.
CURRICULUM
INSTRUCTION
CURRICULUM INSTRUCTION

The curriculum learning systems 
anchored on the community and learners’
context and aspiration
are collaboratively developed and
continuously improved.
ACCOUNTABILITY 
AND CONTINUOUS 
IMPROVEMENT
ACCOUNTABILITY 
AND CONTINUOUS 
IMPROVEMENT
A clear, transparent, inclusive and responsive
accountability system 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.
MANAGEMENT OF
RESOURCES
 MANAGEMENT OF
RESOURCES
Resources are collectively and judiciously
mobilized and managed with transparency,
effectiveness and efficiency. Regular
resource inventory is collaboratively
undertaken by learning managers, learning
facilitators and community stakeholders as
basis for resource allocation and
mobilization.
 Example of Best Practices in School
Best education practice activities are behaviors or policies by faculty, staff, and administrators that result in
positive changes in student attitudes or academic behaviors.

1. Leadership and Governance • LAC sessions

• Inviting Parents to join Brigada Eskwela • Gulayan sa Paaralan
• Promoting the school in the community • Student’s Academic Recognition
• Scheduled Regular meeting with PTA officers • Co-curricular Activities
• School beautification 4. Management of Resources
2. Curriculum Instruction • Stakeholders Recognition
• Printing of modules • PTA General Assembly
• On-time preparation and submission of DLL • Medical and Dental Mission
• Remediation • Donations
• Home Visitation • Community Linkages
Description of SBM
Level of Practice
Description of SBM
Level of Practice
Level I (Standard) Beginning
Compliance with the minimum
requirements for managing, inputs,
structure and mechanisms and
improving processes effecting
student achievement that lead to
improve learning outcomes.
Description of SBM
Level of Practice

Level II (Progressive) Developing

Intensifies mobilization of resources
and maximizes efforts of the school
to achieve desired learning
outcomes.
Description of SBM
Level of Practice

Level III (Mature) Advance

Accredited goes further by
maximizing efforts of the school and
the community/ stakeholders to
achieve higher learning outcomes.
Why assess the School-Based
Management (SBM) practices?
 ASSESSMENT of SBM PRACTICES:
SCHOOLS INITIATED ASSESSMENT FOR
SELF - DIRECTED IMPROVEMENT

• Determine the level of SBM practices in school.

• Provide basis on which to establish it plan of action.
• Improve the SBM support systems through interventions that the school
and other admin levels of DepEd.
• Determine effectiveness of SBM practices in the delivery of basic
education services.
SBM IN GENERAL
The aim of school-based management is to enhance school
systems, improve teaching and learning for better student
achievements, empower school officials and train them to
be better leaders, promote accountability and, ensure the
safety and welfare of all members of school communities.
 A WARM
THANK YOU
TO ALL OF YOU!