A Structural Model on School Management Effectiveness

School management effectiveness remains a critical challenge in education systems worldwide. This study aimed to determine a structural model of school management effectiveness by examining the school governance, school-based management practices, and organizational commitment of public school teachers in Region XI. It employed a predictive research design utilizing Structural Equation Modeling approach, using adapted questionnaires for endogenous and exogenous variables. Data analysis included mean computation, correlation, multiple regression, and SEM. Model 1 yielded the best-fit model after modifications based on model-fitting criteria. The indices for CMIN/DF (1.194), p-value (0.166), NFI (0.994), TLI (0.998), CFI (0.999), GFI (0.983), RMSEA (0.020), and p-close (0.999) were all within the standard criteria, confirming the model’s validity. It was confirmed that the hypothesized model, rooted in Contingency Theory, successfully captures the direct influence of exogenous variables and endogenous variables. Policymakers and school leaders may enhance governance frameworks through capacity-building programs for administrators and teachers, focusing on decision-making, transparency, and stakeholder collaboration. Inclusive school-based management practices, such as community involvement in planning and professional development to boost educators’ organizational commitment, are crucial for improving learning environments and educational quality.