Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 21 no. 10 (2024)

Exploring the Best Practices of Secondary Schools on School-Based Management

John Mark Verzo

Discipline: Education

 

Abstract:

This study focused on the best-practices performed on School-Based Management of public secondary school principals, SBM coordinators and community stakeholders with Advanced Level of Practice (Level - III) in SchoolBased Management in the Schools Division of Quezon. The researcher used purposive sampling technique in selecting the target respondents. A semi-structured questionnaire was used as a research instrument to gather the data. The study revealed the practices performed in leadership and governance includes schools planning. They set clear vision and define goals and objectives followed by strategic planning for future projects through collaboration. They continuously monitor and evaluate all the projects to ensure success or adjust if problems and issues arise. With regards to governance, they involve of community, internal and external stakeholders through shared governance. The best practices performed in curriculum and learning includes collaborative decision making that involve stakeholders or different organization in all the activities, programs and projects of the school specially if it is about curriculum. They give their time and service, donate, help teachers in projects like in reading and basic math lessons. Furthermore, the schools ensure implementation of the required curriculum practice delegation of task. With the strict monitoring and evaluation, they can also check if everyone is able to adapt in all the trends and innovations of 21st century learning. The best practices performed in accountability and continuous improvement includes review and monitoring to achieve success of continuous improvement and shared accountability. The best practices performed in management of resources includes strict resource allocation which means they value prioritization. Other schools involve their stakeholder. They help teachers for their projects, donate materials or even offer time and skills for manual work. They even help in canvassing, sharing strategies and brainstorming for ways to budget the funds. Moreover, they practice real transparency. Since most schools struggles for budget, schools who look for Income generating Project. The following recommendations were hereby suggested: Division Supervisor may consider to offer refresher courses about SBM and to strengthen stakeholders participation, More detailed guidelines and centralized assistance for school heads and SBM Coordinators, School heads may be consistent in conducting team building among teachers and stakeholders to strengthen their relationship and bonding and for the future researcher to look into considerations the limitations and variable which are not discussed in the paper.



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