Introduction

● School-Based Management in Philippine schools,

schools are given more power to direct their affairs
with the learning and development of learners as
ultimate goal. The Local Governance Code of 1991
(RA 7160) provided for a more responsive local
government structure through a system of
decentralization where local governments are given
more power, authority, responsibilities and resources.
 Advantages of SBM
The following are strengths of SBM:

● Allow competent individuals in the schools to make

decisions that will improve learning;

● Give the entire school community a voice in key

decisions;

● Focus accountability for decisions;

● Lead to greater creativity in the design of programs;

● Redirect resources to support the goals developed in

each school;

● Lead to realistic budgeting as parents and teachers

become more aware of the school’s financial status,
spending limitations, and the cost of its programs; and

● Improve morale of teachers and nurture new

leadership at all levels.
 Through SBM, decision making authority is devolved to
school heads, teachers, parents and students. This is school
empowerment. This reduces bureaucratic controls on
schools and encourage school heads, teachers, and parents
to use greater initiative in meeting the needs of students
and community. Also help in the mobilization of local
resources to complement public resources. Resulted to
strong partnership between schools and communities and
successful school-community programs. Since schools are
given more power to direct themselves, they are made
accountable for results. SBM makes schools accountable to
the stakeholders.
 Legal Basis of SBM
RA 9155, Basic Governance Act transfers the
power and authority as well as the resources to the
school level. School empowerment is based on the
assumption that the school heads including teachers,
key leaders in the community, parents know best the
root and solution to the problem.
 Conditions for the Success of SBM

● Teachers, school heads must be given the

opportunity to make choices. They must actively
participate in school improvement planning.

●The involvement of parents and teachers must be

strongly encouraged and highly welcomed.
● Stakeholders must participate in the development of
a School Improvement Plan. They must have a say on
resource allocation to meet specific needs.

● Higher authorities must actively encourage

thoughtful experimentation and innovation in an
atmosphere where mistakes are viewed as learning
experiences. They must be willing to share their
authority with the academic and the larger community.

● Teachers must develop reflection, problem solving .

In addition, based on international experience, the
following must be present for SBM to succeed in schools:

• have basic resources;

• have developed an effective school support system;
• are provided with regular information on their
performance,
• are given advice on how they may improve; and
• emphasize the motivational element in the management
work of the principal

The success of SBM very much depends on the school

head.
 Table 5. Function of a School Head
ROLES FUNCTION
• Lead in setting the vission, mission
VISIONARY PRINCIPAL, and goals of the school.
MOTIVATOR, ADVOCATE AND
PLANNER
• Organize/expand school, communty and local

BUILDER OF government networks and groups that will activey

participate in school improvement
• Lead in developing the School improvement plan
NETWORKS AND with the participation of the staff and the
community.
SUPPORT SYSTEMS • Lead in developing and maintaining the School
Management Information System.

• Create a physical and psychological climate

CURRICULUM conducive to teaching and learning.
 ROLES FUNCTION

CURRICULUM • Localize
curiculum.
and implement

• Encourage development and use of

school

DEVELOPER innovative instructional methods focused

on improving learning outcomes,
increasing access to basic education,
improving the holding power of schools
and addressing specific local problems.

FISCAL RESOURCE • Administer and manage all personnel,

physica and fiscal resources of the school.
MANAGER • Encourage and accept donations, gifts,
bequests and grants for educational
purposes and report all such donations to
the appropriate offices.
 Factors of school School Effectiveness
Based on Research
• Effective practices need to be institutionalized for them to
become part of the school culture. To build professional
capacity and establish mechanism that supports the
continuing quality improvement of school is an assurance
that effective schools even become more effective.

• In the Philippines, devolving of more responsibility to the

schools was done through the School-Based Management
(SBM). SBM was introduced during the implementation of
the Third Elementary Education Project (TEEP), 1999-
2005.