ABSTRACT
School-based management (SBM) is considered as the heart and soul of a school. It is not a mere bunch of school documents and evidence but rather a systematic approach in improving education. To attain quality education means improvement in the teaching and learning process, in order to reach this improvement a shared efforts and responsibility must come from school, teachers, parents and other key stakeholders.
This study aimed to explore the relationship between the School-Based Management level of practice and the teachers’ level of awareness of Bagong Nayon II National High School. It was conducted for the School Year 2019-2020 and participated by 60 teachers selected using purposive sampling
It utilized quantitative methodology and employed a survey questionnaire that involved the four principles of School-Based Management namely; Leadership and Governance, Curriculum and Instruction, Accountability and Continuous Improvement and Management of Resources.
The data were statistically analyzed using weighted mean, standard deviation and Pearson-r correlations.
Based on the findings, there is a strong relationship between the School-Based Management level of practice and the teachers’ level of awareness.
To intensify the teachers’ level of awareness on School-Based Management the teachers need to be oriented with the School-Based Management principles, processes and artifacts needed as means of verifications during the Document Analysis, Observation and Discussion (DOD). The teachers need to be involved and informed in every school program and activities that are aligned with the four SBM principles.
The structured plan of activities will help teachers to further understand the School-Based Management.
Keywords; Level of Awareness, Level of Practice, School-Based Management
I. INTRODUCTION
The School-Based Management thrusts based on Republic Act. 9155 also known as “Governance of Basic Education Act of 2001” whose primary purpose is to implement the decentralization of decision-making process from the central or state to individual schools to promote effective schools through empowering the managerial expertise of school heads.
In Bagong Nayon II National High School, the School-Based Management strategy was started from School Year 2009 – 2010. It strictly follows the guidelines on assessing the level of practice with respect to the four SBM principles such as Leadership and Governance, Curriculum and Learning, Accountability and Continuous Improvement and Resource Management together with its performance indicators such as Enrolment Rate, Drop-Out Rate, Cohort-Survival Rate, Completion Rate and NAT Results or Achievement Rate through an electronic assessment tool.
In assessing the SBM level of practice, the performance indicators and the four principles were given assigned percentage weights on the basis of their relative importance to the aim of school improved learning outcomes and school operations. Each principle has several indicators with corresponding documents artifacts that will served as the evidence of compliance to each indicators while performance indicators will be evaluated based by the data generated from students’ performance.
For the past three years, Bagong Nayon II National High School School-Based Management level of practice falls on developing stage. With the two thematic areas in assessing the SBM level of practice such as Performance Indicators and Four SBM Principles, the school gathered low scores. Students’ Performance Indicators received poor scores, drop-out rate is relatively high as well as the retention rate while school lack or show no evidence for each principles’ indicator.
This motivated the researcher to delved into the relationship between the BNIINHS level of practice and teachers’ level of awareness on School-Based Management.
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