SUMMARY REPORT

SUBJECT : The Teacher and the Community, School Culture and Organizational Leadership

INSTRUCTOR :Dr. Celia D. Andas

SCHEDULE : TThS (4:00-5:00 PM)

MEMBERS:

Aliaga, Jasmine Jean

Cuerbo, Angel Rose

Cuhit, Jhamaica T.

Etil, Janice G.

Pelegrino, Christine

TOPIC : CHAPTER 9 ( The School Based in School- Based Management ( SBM)

OBJECTIVES :

At the end of 60 minutes, All students should be able to:

 explain the meaning, advantages, disadvantages and demands of SBM;

 state practices aligned to SBM; and

 explain the roles, functions and competencies of school heads in SBM

INTRODUCTION:

 School-Based Management (SBM) is a system that grants schools more autonomy in managing
their affairs, with the ultimate goal of enhancing the learning and development of learners. It
aligns with the decentralization principle outlined in the Local Governance Code of 1991 (RA
7160). SBM offers several advantages, including increased autonomy, tailored educational
programs, active community involvement, and improved accountability. However, it also
presents challenges such as potential resource disparities, lack of expertise, and resistance from
traditional stakeholders.

SUBTOPICS:

I. The Meaning of School- Based Management ( SBM)

 School-based management (SBM) is a decentralized management initiative.

 SBM is a strategy to improve education by transferring significant decision-making authority

from central offices to individual schools.

 It gives principals, teachers, students, and parents greater control over the education process.

II. Advantages of SBM

  Decentralized Decision-Making

 Community Involvement

 Accountability

 Creativity in Program Design

 Resource Allocation

 Realistic Budgeting

 Improved Morale and Leadership Development

III. Disadvantages of SBM

 Participatory decision-making needs time and may slow down process

 Resource Management Challenges

 Community Disengagement

IV. Demands of SBM

 Active and intelligent participation of stakeholders

 Democratic and transformative leadership of school head

 Support and openness of higher authorities to schools

V. Conditions of SBM

 School heads and teachers must actively participate in school improvement planning, involving
parents, teachers, and stakeholders.

 Higher authorities should encourage experimentation and innovation, viewing mistakes as

learning experiences.

 Teachers should develop reflection and problem-solving skills.

 SBM success relies on basic resources, an effective support system, regular performance
information, advice, and motivational management.

VI. Functions, Role and Competencies of a School Head

 The primary function of a school head is to manage and oversee the daily operations of the
school. This includes tasks such as managing staff, developing policies, maintaining discipline,
and fostering a positive learning environment for students.Additionally,one of the roles of a
school head in terms of staff management is to hire new teachers based on their
qualifications.Furthermore, this involves conducting interviews, assessing candidates'
qualifications, and making informed decisions about who should be hired.Lastly, a school head
should possess strong communication skills in order to effectively communicate with parents
about various matters such as student progress, events, or any concerns that may arise. Effective
communication fosters trust between parents and the school administration, leading to better
collaboration for student success.