ABSTRACT
The study aimed to assess the school-based management practices of public elementary schools in Taytay Sub-Office during the school year 2019-2020.
This study is limited to the three public elementary schools in Taytay Sub-Office namely San Francisco Elementary School, Bagong Pag-Asa Elementary School, and San Juan Elementary School. The respondents of the study were fifty (50) teachers from San Francisco Elementary School, fifty (50) teachers from San Juan Elementary School, and sixty (60) teachers from Bagong Pag-Asa Elementary School. A total of one hundred sixty (160) teacher-respondents. The study used the Slovins Formula with 10% of margin of error in determining the sample respondents per school. The study used the descriptive survey research utilizing the Revised Based Management Assessment Tool (DepEd Order No. 83 s. 2012) that were administered to the three groups of respondents. The instrument consisted of the different principles of school-based management such as leadership and governance, curriculum and instruction, accountability and continuous improvement and management resources.
The study found out that in general, the overall mean as evaluated by the teacher respondents that the level of school-based management practices of public elementary schools in Taytay Sub-Office is Maturing in terms of leadership and governance, curriculum and instruction, accountability and continuous improvement, and management of resources. More so, there is no significant difference between the assessment of the three groups of respondents on the extent of school-based management practices of public elementary schools in Taytay Sub-Office in terms of leadership and governance, curriculum and instruction, accountability and continuous improvement, and management of resources, since the obtained p-value does not exceed at 0.05 level of significance, thus the null hypothesis is rejected. It simply shows that teachers and the three selected public elementary schools have different orientation as regard the variables studied. It can be concluded that the level of School-Based Management practices of public elementary schools in Taytay Sub-Office is Maturing. Also, the selected elementary schools in Taytay Sub-Office had better school-based management practices in terms of leadership and governance, curriculum and instruction, accountability and continuous improvement, and management of resources.
Keywords: School-Based Management, Leadership and Governance, Curriculum and Instruction, Accountability and Continuous Improvement
INTRODUCTION
School is an essential contributor in educating the members of the society. It is where teaching and learning process takes place. The continuing challenge that the most institution is now facing at this time is on how to improve and develop the student-learning. When it comes to improvements, School Heads and teachers introduce various transformation. Those transformation towards the improvement of the school performance assign utmost significant to the high standard of supervision and management in the institution.
Considering this, the government through the DepEd adopted the school-based management System (SBM). SBM is the decentralization of decision-making authority to schools. Through SBM, all schools, together with their communities and stakeholders take more active responsibility in improving the learning of students. Essentially, such an innovation is very relevant on the improvement of institutional resources which delights various education leaders and stakeholders because of changing the power of administration.
A Primer on SBM written in 2009 draws upon the Local Government Code of the Philippines (R. A. 7160) which strengthen the school and communities link to be much aware on their partnership in the realization of the national goals. Based on the policies and programs on school-community partnership and school governance, the school has continuously performed better. This is mainly dependent on the ability of the schools to tap and use resources effectively and efficiently. Through the principles of school-based management, schools in collaboration with stakeholders shall develop interventions to improve teaching processes and draw greater support from parents, Local Government Unit and community organizations.
In addition, there is a need to develop innovations to make schools performance improved and achieve the goals and objectives that enables the teachers to improved teaching and learning processes and exceptional assistance from external stakeholders such as from guardians, parents, volunteers, local government units (LGUs) and other community organizations. Schools are also encouraged to take self-evaluation, formulate their own School Improvement Plan (SIP), and determine the kind of resources required to improve learning.
Likewise, as stipulated in the 1987 Philippine Constitution Article XIV, Section 1, “the state shall protect the rights of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all”. This only implies that it should be the top priority of government units is in the field of education. This poses a challenge to the schools in order to prepare and empower all Filipinos to strengthen their capabilities and skills in facing the challenges brought about by global competition.
However, considering this constitutional mandate, our educational system is still lagging behind with our neighboring countries. This is clearly demonstrated by the low achievement level of the students primarily because of inadequate human and material resources. To this end, the government shifted to the decentralization of power through school-based management to achieve quality and relevant basic education that will lead to increased performance. In addition, the government approved the K to 12 Basic Education Law which enables a single Filipino to adhere to the holistic development, and the Sustainable Development Goal of Quality Education.
Insofar as SBM implementation, schools’ heads are challenged when it comes to awareness and in-depth and thorough understanding of the program specifically on resource mobilization and management. Furthermore, the researcher observed that most teachers are not aware relative to the implementation of SBM program. This would greatly affect its implementation since the SBM program advocates and promotes greater involvement among teachers and other stakeholders on key decisions pertaining to school policies, programs and projects focused on creating more effective learning environment for the children.
The study is anchored on the concepts of Total Quality Management which Ross (2017) defined as the integration of the function within the organization for the quality of goods and services to continuously improve. The word “total” indicates comprehensive and constructive involvement of employees’ quality, planning, and control from product design through all phases of the production processes. The goal of the whole process is to enhance the standard of an institutional output such as commodities and assistance through continual development of operation within the institution. It is a total system approach that works from to bottom and requires maximum engagement of all employees.
The management participation and attitude as one of the features of TQM is underscored in the present study. Since TQA needs change on attitude and behavior on the parts of all members of the organization, they are all enjoined, empowered and committed to aim for improvement on their respective processes and accept accountability on the outputs that will be produced. Further, the system promotes cooperation and collaboration among all workers to achieve the common goals and objectives of the organization and taking into consideration the needs and the requirements of the customers.
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