School-Based Management Practices and Level of Performance of Daet South District: Basis for Training Program

Abstract Aim: This study aimed to determine the school-based management (SBM) practices and level of performance of Daet South District as the basis for the training program. Methodology: The study utilized the quantitative method of research, specifically descriptive-correlational design. The sources of data were the teachers of Daet South District elementary schools. Results: Majority of the schools subjected in the study are medium schools with a total of seven schools. Meanwhile, the rest were two small schools and one large school. Furthermore, majority of the teachers in the schools have units in Masters with a total of 83 teachers. On the other hand, majority of schools have 10 trainings and above. The schools of Daet South District attained the highest performance in SBM practices in the core component of accountability and continuous improvement while the least performance in SBM was attained in the component of curriculum and learning. The profile of the schools and the SBM practices along leadership and governance obtained no significant relationship between the variables considered except for the profile along school’s classification. The results further revealed that the profile of the schools and their SBM practices along curriculum and learning obtained significant relationship along school’s classification (d=.397, p-value<.05), number of faculty members (d=-.115, p-value<.05), and number of enrollees (d=-.132, p-value<.05) at 0.05 significant level. However, other profile such as MOOE, educational attainment of the faculty members and number of trainings are not significantly related to the SBM practices along curriculum and learning. Conclusion: 1) The enrolment rate, number of teachers, annual MOOE, and the training conducted are significantly dependent on the school size or school classification.; 2) The schools were found to have similar levels of engagement in school-based management practices, which were identified as a strong level of engagement, and the least SBM practice was in terms of curriculum and learning.; The highest degree of performance of schools in SBM practices was manifested in accountability and continuous improvement; 3) School classification was the major predictor of the significant relationship between SBM practices and the profile of schools.; 4) The lack of community-based resource management mostly challenges the implementation of school-based management. 5) The proposed training program focused on addressing the first three challenges in SBM practices. Keywords: School-Based Management Practices, leadership, governance, curriculum and learning, accountability