School-based management practice: Basis for a continuous quality improvement program among schools in Negros Occidental

School-Based Management (SBM) reforms reflect a global trend towards decentralizing authority from central administrations to the school level, aiming to improve teaching and learning conditions. By granting educational institutions the autonomy to manage their own resources, such as facilities, personnel, curriculum, equipment, and schedules, SBM empowers schools to tailor their programs according to their specific needs. However, in the Philippines, SBM implementation lags behind that of neighboring countries. This study assessed the current state of SBM indicators in public elementary and secondary schools in Negros Occidental, using a sequential explanatory mixed-method design. Data sources included SBM records for the quantitative component and interviews with learners, teachers, and school heads for qualitative insights. A total of 461 elementary and 90 secondary schools were analyzed, with a qualitative sample of five school heads, five teachers, and five learners. Quantitative findings revealed that both elementary and secondary schools are at level 2 in their SBM practice, with secondary schools performing better across all areas except performance improvement, where elementary schools were rated as "Good." The study emphasizes the necessity of a Continuous Quality Improvement (CQI) program to assist schools in enhancing their SBM practices, focusing on addressing identified performance gaps, strengthening stakeholder engagement, and managing resource and developmental obstacles. While the SBM level in Negros Occidental is above the minimum standards, there is still significant room for improvement, providing a foundation for future quality development initiatives among school leaders and stakeholders. Keywords: School-Based Management (SBM), educational autonomy, performance improvement