School-based management practices in the new normal among Elementary Schools in the division of Butuan City

The study examined the level of practice on the four parameters of school-based management (SBM) among the elementary schools in the division of Butuan City for the school year 2021-2022. The study used both quantitative and qualitative research methodologies. One hundred fifty-two (152) respondents to the study were chosen by stratified sampling. The study used survey questionnaires, which gathered data on the professional profiles of the respondents, the level of SBM practices, and the perceptions of the teachers and school heads working on SBM. Data on the challenges and opportunities in the implementation of SBM in the new normal among central schools was also gathered. It used frequency count, percent, weighted mean, and Spearman’s rank correlation coefficient in the statistical analysis of the data. The study’s findings revealed that most respondents hold units leading to a degree in MAED and have received training in SBM implementation at the district level. The participating schools in this study still needed to focus on improving all four areas of SBM, namely: Leadership and Governance; Curriculum and Instruction; Accountability and Continuous Improvement; and Management of Resources. The study’s results revealed that the respondents’ educational background has no relationship with the level of SBM practices. Whereas, trainings on the SBM program have a positive relationship with the level of SBM practices. The majority of respondents indicated that they lack clear roles regarding SBM implementation, indicating a need for more orientation. SBM enabled students to perform well academically. Practical time management skills allowed teachers to maintain active and productive classroom instruction while being involved in SBM implementation. School heads were in agreement that teachers’ roles and responsibilities in SBM implementation needed to be clarified. The challenges met were limited to contact and coordination with the relevant stakeholders due to the pandemic. Stakeholders do not understand what SBM is or how it operates. Stakeholders felt that the implementation of SBM would increase responsibility. School-based decision-making became simpler because of the involvement of the wider school community. School heads, teachers, students, and parents also have better control and authority over the learning of students. Based on the findings, it can be concluded that provisions for relevant training will increase the level of SBM practice in schools.