Chapter 9:

School – Based
Management
Prepared by:
DE ASIS, JIMBOY P.
ESTRADA, JAN ANDREW L.
POLICARPIO, VHELLIE ANNE E.
RACINEZ, FLORENCE LEN B.
 Learning
outcomes:
At the end of this chapter, you should
be able to:

• Explain the meaning, advantages,

disadvantages, and demands of
SBM;
State
Explain the roles
practices, function
aligned t SBM; and
• competencies,of schools heads in
•
SBM
What is school base
•management?
School Based-Management is a decentralized management
initiative by developing power or authority to School Head,
Teacher, Parents, and Students.

• SBM is a strategy to improve education by transferring

significant
decision-making authority from the DepEd Central Office,
regional
•
offices, division offices to individual schools.

SBM provides principles, teachers students and parents

•
greater
control over the education process by giving them
responsibility for
decision about the budget, personnel, and the curriculum
Advantage of
SBM
• 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
program.
• 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 the school heads,
teachers, parents and students.
sadvantages of SBM
• Increased workload for stakeholders: SBM involves more
decision-making at the school level, which can lead to a
heavier workload for principals, teachers, and other
stakeholders.
• Reduced efficiency: While SBM aims to improve efficiency,
it can sometimes lead to a decrease in efficiency due to the
time and effort required for planning, implementation, and
assessment.
• Potential for fragmentation: Without clear guidelines and
oversight, schools may adopt different approaches, leading
to inconsistencies in educational policies and practices.
• Inequality and disparities: SBM may exacerbate existing
inequalities among schools, particularly in underserved
areas, as they may struggle to manage operations without
adequate support.
Legal Basis of
SBM
• The Philippine constitutio provide that
n
Congress shall enact s
a local government
code will
that institutionaliz a syste
e
of decentralization m 3)
(Article 10, Sec.
Whereby local government units shall be
extended more power, authority.

R.A 7160 also known as the Local

•
Government
Code.
•
Introduction of SBM through R.A 9155 on

the
Condition for the Success of
SBM
• Teachers, School heads must be given the
opportunity to make choices. they must actively
participate in school improvement planning.

The involvement of parents and teachers must be

• strongly encouraged and highly welcome.

Higher authorities must actively encourage

•
thoughtful
experimentation and innovation in the atmosphere
where mistake are viewed as learning experience.
they
must be willing to share their authority with the
• academic and the larger community.

Teachers must develop reflection, problem solving

In addition, based on international experience, the following
must be present for SBM to success in schools:

• Have basic resources;

• Have developed an effective school support system;

Are provided with regular information on their

performance;

• Are given advice on how they may improve; and

•
Emphasize the motivational element in the

management
work of the principal
•
The success of SBM very much depends on the school

head.
 Functions of a School
Head Function Knowledge / skills /
Role attitude required
s
s Change and
Visionary
principle, Lead in setting
vision, mission and
orientation
motivator, the future
advocate goals of the school
and
planner.
 Role Function Knowledge / skills
/ attitude required
s
Builder open networks
s
Organize / expand Networking,
and support system school, community and organizing , social
local government mobilization, advocacy
networks and groups
that will actively
participate in school
improvement
Development of
Lead in developing the teamwork, building
school improvement
plan will consensus and skills in
the participation of the negotiation and conflict
resolution
staff
and the community
Lead in developing Participatory

and planning
maintaining
school the and
administrative
management management
Generation and use of
information data and information
system
as basis for planning
and management
 Role Function Knowledge / skills
/ attitude required
s s
Curricular Create a physical and Development of
developer psychological climate collective accountability
conducive to teaching for school and student
learning performance

Localize and implement Designing of the

school
Encourage curriculum to
curriculum development address
goals, both national
and
use of innovative local needs and
instructional
aspirations.
methods focused on
improving Creation of an open
learning outcomes,
increasing
access to basic education, learning
system based on several
Fiscal resource improving
Administer the
andholding
manage Fund
power of resource materials rather
Manager schools and addressing than
all
specific on single textbook.
Management
personnel
local physical and Participatory and peer
fiscal problems Serving as model
based
transparency and for
resources of the school. accountability
instructional
especially in supervision.
manageme
Encourage and accept nt.
financial
donations,
and gifts, bequests

grants for educational

 FACTORS OF SCHOOL EFFECTIVENESS
BASED ON RESEARCH
• Effective practices need to be institutionalized for them to
become part of the school culture. School-Based
Management (SBM) is the mechanism introduced by the
Department of Education in the Philippines to continuously
work and effective schools.
•
Their research finding of OECD confirms “that school

autonomy
has a positive relationship with student performance when
accountability measures are in place end/or when school
•
principals
and teachers collaborate in school management” (OECD.
2012).

• China and Singapore have been “developing more

responsibility to (Stewart , 2008 )

the school level”
 FACTORS OF SCHOOL EFFECTIVENESS
BASED ON RESEARCH

• In the Philippines, the devolving of more responsibility to

the school was done through the School-Based Management
(SBM).
•
SBM was introduced during the implementation of the Third
Elementary Education Project (TEEP), 1999 -2005. in 2005,
TEEP conducted a study to determine The effect of school-
based
Management on student performance in the Philippines
using
the administrative data set of all public schools in 23
• With
was SBM, from
significan decision- authorit
transferred
schools this state and district offi ces to individual
school.
districts over a 3-year period, 2003-2005.
SBM provided t
principals, making students,yand parents
teachers,
greater control over the education process by giving them
responsibility for decision about the budget, personnel,
and the
curriculum.
 FACTORS OF SCHOOL EFFECTIVENESS
BASED ON RESEARCH
• Through the involvement of teachers, parents, and other
community numbers in this key decision, SBM can create more
effectively learning environments for children.

• To further strengthen
reemphasize the school-based
the centrality management
of the learners practice and
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 tools to improve on already
recognized successful SBM practices across the region (DO 83, s
•
2012).

To institutionalize decentralization efforts at the school level and

•
in line
with Republic Act No. 9155 also known as Governance of Basic
Education Act of 2001.
 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, s 2012.

• Accreditation is a process of self-evaluating 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

 PHILIPPINE ACCREDITATION SYSTEM
FOR BASIC EDUCATION (PASBE)
1 Principle of collective leadership Principle of
. community-based learning Principle of
2 accountability for performance and result
. and
3 Principle of convergence to harness resources for
education
.
4
All of these four principles can also apply
.
SBM The school level of SBM practice can either be

 Level 1,
developing, Level 2, Maturing and Level 3,
Advanced.

A school that
practices reaches
qualifies for the highest level
an accredited of SBM
status.
A school in Level I, Developing, means that the
school is developing structure and mechanism with
acceptable level and extent of community
participation and impact on learning.

A school level II, described as Maturing, means

that
the school is introducing And sustaining continuous
improvement process that integrates wider
community
participation
Level and significantly improved performance
and III, Advance (Accredited) Means that the school
learning outcome.
is
ensuring the andproduction
outputs/outcomes of intended

meaning all standards of a system fully integrated in

 FACTORS THAT CONTRIBUTE TO
SCHOOL EFFECTIVENESS
Research findings point to the following
factor that spell school effectiveness:

1.Human factors – this includes a dynamic

school head, highly selected competent and
committed teachers, highly motivated pupils
with high expectation, and a supportive
community
 FACTORS THAT CONTRIBUTE TO
SCHOOL EFFECTIVENESS
2.Non-Human factors, process- This refers
to clear and shared vision mission (focus),
high expectation/ambitious Standards,
emphasis on accountability, align curriculum,
instruction and assessment with state /
DepEd standards, efficiency or optimal
utilization off resources and professional
and facilities collaboratio
future
communicatio
, n
focu
n, and s globa and
development, l
orientation.
Thank 😇
you!