The implementation of school-based management in public elementary schools
DOI:
https://doi.org/10.37134/ajatel.vol9.no1.5.2019Keywords:
School-Based Management, implementation, evaluation, school headsAbstract
This study was intended to evaluate the implementation of School-Based Management (SBM) in Alfonso Lista District 1 and District 2, Division of Ifugao through formative evaluation. The Stufflebeam’s Context, Input and Process (CIP) model was used to evaluate the implementation of SBM. Mixed Methods of Research (MMR) design was utilized. Triangulation of data through the use of data analysis, questionnaires, face-to-face interviews and focus group discussions (FGD) were employed. Mean rating and thematic approach were used to determine the extent of SBM and elaborated based on themes. The results showed that there was a moderate attainment of school objectives and the operational aspects of SBM were not fully implemented by the school heads. Results of the study showed that the strengths of the implementation are categorized in two discrete yet dominating themes: the value of cooperation and motivation; and the worth of collaboration and delegation. Correspondingly, the two major breakdowns of the communal description as regards the weaknesses of the implementation which includes the poor enactment of transparency and low value of support mechanism. With regard to the remedial measures on issues or problems, three underlying and dominant themes were revealed: consultative meeting, administrative protocol and open communication and decision making as the heart of the organization. A policy implication is then put forward since SBM accounts for four major principles or domains. This calls for the decentralization of authority which originally comes from the school head who solely and directly implements SBM to the operation relegated to teachers managing their respective domains such as: leadership and governance; curriculum and learning; accountability and continuous improvement; and management of resources based on their qualifications or skills. In doing such, devolution or a dispersed authority builds on teachers who are more directly involved with the beneficiaries like the pupils and their parents.
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