Volume 07 Issue 06 June 2024
Ma. Lourdes Ponelas- Arabit
Emilio Aguinaldo College, Manila, Philippines
DOI : https://doi.org/10.47191/ijsshr/v7-i06-65Google Scholar Download Pdf
ABSTRACT
This study investigates the level of implementation of School-Based Management (SBM) practices among school administrators and evaluates the instructional practices of teachers. The research was conducted using a mixed-methods approach, combining quantitative data from surveys and qualitative insights from interviews. The respondents included school administrators and teachers from various educational institutions. The study's findings reveal that the implementation of SBM practices is highly effective, with curriculum and instructional management, human resource management, financial planning and budgeting, facilities management, and community engagement all being rated as highly implemented. The overall mean score for SBM implementation was 3.688, indicating a strong adherence to SBM principles across the board. The highest-rated individual practices included the provision of professional development opportunities, efficient financial resource allocation, and the establishment of clear safety protocols. In assessing instructional practices, teachers reported a high level of practice in areas such as dissemination of content, procedural instruction, practice and repetition, teacher monitoring and assistance, and focus on procedural fluency. The overall mean score for instructional practices was 3.608, highlighting a generally effective teaching environment. However, performance orientation was identified as an area needing improvement, with a mean score of 3.380. The study also explored differences in SBM implementation and instructional practices based on demographic variables such as sex, age, years in service, and highest educational attainment. The results indicated no significant differences in SBM implementation across these variables, suggesting consistent application of SBM practices. However, there were notable differences in instructional practices based on years in service and highest educational attainment, with less experienced teachers and those with bachelor's degrees placing greater emphasis on procedural fluency. The study concludes with a comprehensive SBM Educational Model designed to enhance school management and instructional practices. The model integrates the highest-ranked indicators from the study, emphasizing continuous improvement, professional development, community engagement, and effective resource management. This model provides a structured framework for schools to implement SBM practices more effectively, ultimately leading to improved educational outcomes for students.
KEYWORDS:School-based management, School administrators, Teachers-directed instructional practices, Public school
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