VARIABLES

AFFECTINGTHE
STAKEHOLDERS'
INVOLVEMENT IN
SBM PROGRAMS
 1.RM. No. 008, s. 2022: REGIONAL SCHOOL-

LEGA
BASED MANAGEMENT (SBM) PROGRESS
WARNER & S PENCER

MONITORING.

BASI
2. Cabardo, Jimmy Rey Opong

L
Journal of Inquiry and Action in
Education

3.PSALM for empowering

educational stakeholders: Participatory School

Administration, Leadership and Management

S
 Relative to the mandate of
DEPED orderno. 83, s.2012
titled Implementing Guidelines

RM. NO. 008, S. 2022: on the Revised School-Based

Management (SBM)
REGIONAL SCHOOL- Framework, Assessment,
BASED MANAGEMENT Process and Tool which further

(SBM) PROGRESS aims to strengthen the SBM

practices of our schools to
MONITORING. improve school performance
and stakeholders' engagement
 This study aimed to evaluate the levels of participation of
the school stakeholders to the different school-initiated
activities and the implementation of school-based
management (SBM) in selected schools in the Division of
Davao del Sur for the school year 2014-2015 using a
LEVEL OF PARTICIPATION OF THE descriptive-correlational survey research design. A

SCHOOL STAKEHOLDERS TO THE researcher-restructured questionnaire was answered by

DIFFERENT SCHOOL-INITIATED the 13 school heads, 56 teachers, and 50 stakeholders who

formed part as respondents of this study. The data were
ACTIVITIES AND THE statistically analyzed using mean, analysis of variance (F
IMPLEMENTATION OF SCHOOL-BASED test), t-test for independent sample, Pearson r and t-test
MANAGEMENT for the significance of r as statistical tools. In terms of the

CABARDO, JIMMY REY OPONG level of participation of the school stakeholders to the
different school-initiated activities, a moderate descriptive
JOURNAL OF INQUIRY AND rating was found. The level of SBM implementation was
ACTION IN EDUCATION, V8 N1 found to be at Exceeding the Minimum Standard. The level

P81-94 2016 of participation of the school stakeholders to the different

school-initiated activities can be significantly affected by
the level of SBM implementation.
 The paper aims to examine
the effect of implementing
participatory school
PSALM FOR EMPOWERING
EDUCATIONAL STAKEHOLDERS: administration, leadership
PARTICIPATORY SCHOOL
ADMINISTRATION, LEADERSHIP AND and management (PSALM) on
MANAGEMENT the levels of empowerment
among the educational
stakeholders.
 School-based management (SBM) is a
standard feature of many current reforms.
While previous research found that poorly
designed and poorly implemented SBM
had few positive effects, recent research
suggests that SBM can improve
instructional programs and produce higher
levels of student learning. This article
KEY ELEMENTS OF A synthesizes research findings from major
SUCCESSFUL SCHOOL-BASED studies of SBM to identify the core
MANAGEMENT STRATEGY elements of a successful SBM strategy. By
comparing schools that successfully used
SBM with schools that struggled to
implement SBM, we generate 8 elements of
schooling that were associated with
successful SBM. In brief, these elements
address vision, decision-making authority,
power, knowledge and skills, information,
rewards, leadership, and resources.

USING A STRUCTURAL EQUATION
MODELLING APPROACH (SEM) TO
EXAMINE LEADERSHIP OF HEADS
OF SUBJECT DEPARTMENTS
(HODS) AS PERCEIVED BY
PRINCIPALS AND VICE- PRINCIPALS,
HEADS OF SUBJECT DEPARTMENTS
AND TEACHERS WITHINS ‘ CHOOL
BASED MANAGEMENT’ (SBM)
SECONDARY SCHOOLS: SOME
EVIDENCE FROM HONG KONG
This article reports the use of a Structural Equation
Modelling (SEM) technique as a means of exploring our
understanding of the leadership of Heads of Subject
Departments within School Based Management (SBM)
secondary schools in Hong Kong. Arguments made by
Gronn (1999, 2000), Spillane et al. (2001) suggest that
studies of leadership need to focus more on a
distributed model rather than seeing leadership as
residing solely in the titular head of the organisation.
Other recent studies (Busher & Harris 1999; Harris
2001) have examined the role of middle managers. This
article explores SEM as a means of offering important
measurement and insight in this complex area. The
structural models generated and presented support a
new integrative model of the leadership activities and
behaviours of the HODs within SBM secondary schools
in Hong Kong. Some initial findings (Au 2003) are
reported based on a return rate of 83% from a dataset
of 2739 teachers, HODs, school principals and vice-
principals taken from a sample of 110 government and
non-government SBM secondary schools in Hong
Kong.
 Leadership provided by the headteacher is
widely acknowledged to be a crucial variable in
determining the effectiveness of schools.
However, the majority of leadership studies
consist of either surveys or interviews which the
researcher has conducted with head teachers or
case studies written by the head teachers which
draw heavily upon their own experience, and as
such are essentially 'autobiographical' in the
GROUNDING KNOWLEDGE OF perspective they provide on leadership
SCHOOLS IN STAKEHOLDER schools (Ribbins & Sherratt, in
REALITIES: A MULTI- PERSPECTIVE objectives of this article are to: set1992).
out a new
STUDY OF EFFECTIVE SCHOOL The
model of effective school leadership based on
LEADERS recently completed empirical research;
demonstrate how the multi-perspective
methodology adopted contributed to a critique
of existing models of leadership and the
development of a new grounded model and
discuss the analytical issues raised by the multi-
perspective methodology which involved all the
stakeholders in a school community.
Statement of the Problem:
Determine the extent of stakeholders’ involvement in
the implementation of school programs and project as
to:
Access to information;
Communication process;
Involvement to school programs and projects;
Accountability;
Evaluation;
 2.Identify the School-Based Management performance in terms
of: Leadership and Governance;
Accountability and Conti nuous Improvement;
Curriculum and learning;
Management of Resources;

3.Is there a signifi cant difference between the extent of stakeholders’ involvement
on school program and projects and the School-Based Management performance?
4.Discuss the problems encountered by the stakeholders in the implementation of
the programs and project as perceived by the stakeholder?
5. Develop an Institutional Support Framework based on the results of the study
CONCEPTUAL
FRAMEWORK