Factors of School Effectiveness Based on Research

What is School-Base Management (SBM)?

It is a mechanism introduced by the Department of Education in the Philippines to

continuously work on effective schools. As the term implies, in SBM, schools are given greater
autonomy to make decisions regarding education of children.

So, In the Philippines, the devolving of more responsibility to the schools was done through
the School-Based Management. The SBM was, introduced during the implementation of the
Third Elementary Education Project (TEEP), 1999-2005.

TEEP conducted a study to determine the effect of school-based management on student

performance using the administrative dataset of all public schools in 23 school districts over a
3-year period, 2003-2005. The results showed that the introduction of SBM had a statistically
significant, although small, overall positive effect on average school-level test scores in 23
school districts in the Philippines.

SBM provided principals, teachers, students, and parents greater control over the education
process by giving them responsibility for decisions about the budget, personnel, and the
curriculum.

Philippine Accreditation System for Basic Education (PASBE)

The institutionalization of SBM was strengthened with the introduction of the Philippine
Accreditation System for Basic Education (PASBE) which was launched through DepED Order
No.
64, s. 2012.
Accreditation is a process of self-evaluation and peer-review to ensure that quality standards
agreed upon by stakeholders are understood, implemented, maintained, and enhanced for
continuous improvement of learner outcomes

The school's level of SBM practice can either be Level 1, Developing; Level II, Maturing and
Level III,

A school in Level I, developing, means that the school is developing structures and
mechanisms with acceptable level and extent of community participation and impact on
learning.

A school in Level Il, described as Maturing, means that the school is introducing and
sustaining continuous improvement process that integrates wider community participation
and significantly improve performance and learning outcomes.

Level Ill, Advanced (Accredited) means that the school is ensuring the production of intended
outputs/outcomes and meeting all standards of a system fully integrated in the local
community and is self-renewing and self-sustaining.