The study used the Principals Revised School-Based Management practices tool per DepEd Order No. 83. S 2012. The researcher utilized the descriptive-comparative research. There were eighty-four (84) public junior high school principals participated in this study. The findings revealed that The Assessment of the Respondents on the School Leadership of the School-Based Management (SBM) Practices has maturing stage with an average mean of 4.39. The Assessment of the Respondents on the Curriculum and Instruction of the School-Based Management (SBM) Practices has maturing stage with an average mean of 4. 39. The Assessment of the Respondents on Accountability and Continuous Improvement of the School-Based Management (SBM) Practices has maturing stage with an average mean of 4.29. The Assessment of the Respondents on Management of Resources of the School-Based Management (SBM) Practices has maturing stage with an average mean of 4.43. Assessment of the Respondents on Management of Resources of the School-Based Management (SBM) Practices has maturing stage with an average mean of 4.43. As you can see that the first (1) indicator got the highest weighted mean of 4.50 which was interpreted as an advance level.
The respondents in the study got an equivalent of “Average” with 70 or 83.3% and 14 respondents got an equivalent of “Moving Towards Mastery” which constitute 16.7% of the total respondents. The respondents in the study got a rating of Outstanding with 81 or 96.4% and only 3 respondents got a rating of very satisfactory which constitute 3.6% of the total respondents. The respondents in this study won in the district level with 1860 or 56.6%, followed by the division level with 1074 or 32.7%, Regional level with 260 or 7.9%, National level with 87 or 2.6% and lastly International level with 5 or 0.2%. Based on the table, the respondents in this study got an average of 2.83 in the drop-out rate, 91.49 in the cohort survival rate, 93.37 in the completion rate and 95.21 in the promotion rate.
School Achievement Test is not significant with Accountability and Continuous Improvement while School Achievement Test is significant in terms of School Leadership, Curriculum and Instruction, and Management Resources. Curriculum and Instruction and Management of Resources are not significant in terms of OPCRF while School Leadership and Accountability and Continuous Improvement has a significant relationship.
Based on the results of the findings of this study, the researcher concluded that Majority of the Schools were implementing SBM practices on maturing stage as the basis of the four dimensions of SBM, introducing and sustaining continuous improvement process that integrates wider community participation and improve significantly performance and learning outcomes on the four principles. There was no significant relationship between SBM Accountability and Continuous Improvement practices and the School Achievement Test, however significant relationship exists between School Leadership, Curriculum and Instruction, and Management Resources practices and the School Achievement Test. There was no significant relationship between SBM Curriculum and Instruction and Management Resources practices in the OPCRF while there is significant relationship in terms of School Leadership, Accountability and Continuous Improvement practices. It is therefore concluding that the level of practices of SBM among the four principles is maturing level. Based on the aforementioned findings and conclusion it is recommended that school community should work together to level up the operational management of their schools. School can still be improving up to the advance level through sustainability and constant monitoring and strong powerful leadership should be the primary focus of the school authorities for better or even excellent performance.