Implementation of School-Based Management Program in Bicol Secondary Schools

Abstract

A study investigates how well school managers implement the School-Based Management (SBM) Program in their respective schools. This employed the descriptive and comparative methods to analyze data which was utilized to measure the implementation of SBM programs by the 312 respondents from the Bicol Region’s mainland provinces, namely, Albay, Camarines Norte, Camarines Sur, and Sorsogon, along with the four SBM principles, which include (a) leadership and governance; (b) curriculum and learning; (c) accountability and continuous improvement; and (d) management of resources.  The samples were the school head, teachers, non-teaching personnel, parents, and students, respectively. The Independent Samples T-test was used to compare the degree of SBM implementation between schools classified as Implementing Units (IUs), also known as autonomous schools, and Non-Implementing Units (Non-IUs), also known as non-autonomous schools.  Findings revealed that the extent of implementing the SBM program by IUs and Non-IUs on its four principles is high.  Furthermore, the data revealed that the level of SBM implementation between IUs and Non-IUs does not significantly differ in the implementation of leadership and governance but is highly significant in implementing curriculum and learning accountability and continuous improvement and management of resources.  The findings show that implementing SBM programs is highly observed, and there is still a pressing need to improve some implementation aspects.  Thus, the outcome will serve as a foundation for school leaders to improve school efficiency and service delivery.