The School Head In School Based-

Management
 Learning
Outcomes
At the end of this Chapter, the learners should
be able to:
• 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.
 DISCUSSANTS

Khyla Camille Nuylan Mary Jastine Masbate Sheena Mae Cadag

Angeline Llabres May Ogorida Jeans Clarine Bautista

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.

• School based-management is a strategy to improve education by

transferring significant decision-making authority from the DepEd
central office, regional offices, division offices to individual
schools.

• School based-management 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.
 SBM and the Principle of
Subsidiary
SBM is keeping with the principle of subsidiary which states
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.
 ADVANTAGES OF SCHOOL BASED-
MANAGEMENT

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 school heads,
teachers, parents and students. This is school empowerment. This
reduces bureaucratic controls on schools and encourage school heads,
teachers and parents to use greater initiative in meeting the needs of
students and community.

• Involving stakeholders – parents, teachers, students and other members

of the community – is also helpful in the mobilization of local
resources to complement public resources. Concrete proof this is the
number of classrooms built as a result of the strong partnership
between schools and communities and successful school-community
programs like those described in the Chapter on The School and the
Community.
 LEGAL BASIS OF SCHOOL BASED-MANAGEMENT

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…. The Local Government Code in 1991 is a fulfilment of this constitutional provision.

This means that long before the Department of Education (DepEd) legally introduced decentralization in schools through

School-Based Management (SBM) in 2001 through the enactment of RA 9155, local government units were already

empowered for local governance. RA 9155, Basic Governance Act transfers the power and authority as well as the resources

to the school level. School empowerment is based on the assumptions that the school heads including teachers, key leaders in

the community, parents know best the root and solution to the problem.
Conditions for the Success of School
Based- Management
• Teachers, school heads must be given the opportunity to make choices. They must actively
participate in school improvement plan.

• The involvement of parents and teachers must be strongly encouraged and highly welcomed.

• Stakeholders must participate in the development of a School Improvement Plan. They must
have a say on resource allocation to meet specific needs. 

• Higher authorities must actively encourage thoughtful experimentation and innovation in an

atmosphere where mistakes are viewed as learning experiences. They must be willing to
share their authority with the academic and the larger community.

• Teachers must develop reflection, problem solving.

 Factors of School Effectiveness Based on Research

• Effective practices need to be institutionalized for them to become part of the school culture. To build professional capacity and

establish mechanism that supports the continuing quality improvement of schools is an assurance that effective schools even become

more effective. School-Based Management (SBM) is the mechanism introduced by the Department of Education in the Philippines to

continuously work on effective schools. As the term implies, in SBM, schools are given greater autonomy to make decisions regarding

education of children.

• With SBM, a significant decision-making authority was transferred from state and district offices to individual schools. Through the

involvement of teachers, parents, and other community members in these key decisions, SBM can create more effective learning

environments for the children. (Source: Office of Research Education/Consumer Guide). To further strengthen the School-Based

Management (SBM) practice and re-emphasize 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

tool to improve on already recognized successful SBM practices across the regions (DO 83, s. 2012).
 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, s2012. 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 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 Systems (ACESs), namely: (1) principle of collective leadership (2) principle
of community-based learning (3) principle of accountability for performance and results and (4) principle of
convergence to harness resources for education. All of these four principles also apply to SBM. The school’s
level of SBM practice can either be Level 1 Developing; Level II, Maturing and Level III, Advanced. A school
that reaches the highest level of SBM practice qualifies for an accredited status.
Figure 1. SBM-PASBE Operational Framework
 Factors that Contribute to School Effectiveness

Research findings point to the following factors that spell school effectiveness:

1.Human factors – these include a dynamic school head, highly selected competent and committed teachers,
highly motivated pupils with high expectations and a supportive community

2.Non-human factors, processes – these refer to clear and shared vision-mission (focus),high
expectations/ambitious standards, emphasis on accountability, aligned curriculum instruction and assessment
with state/DepEd standards efficiency or optimal utilization of resources and facilities, collaboration and global
and future orientation.
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