SCHOOL-BASED MANAGEMENT PRACTICES AND KEY PERFORMANCE INDICATORS TOWARD A COMPREHENSIVE IMPROVEMENT FRAMEWORK FOR ELEMENTARY SCHOOLS IN THE DISTRICT OF CARAGA
School-Based Management, Educational Leadership, Key Performance Indicators, School Governance, Educational Accountability, School Improvement, Elementary Education
ABSTRACT
School-Based Management (SBM) has been widely recognized as a critical reform strategy aimed at decentralizing educational governance, enhancing institutional accountability, and improving learning outcomes. In the Philippine educational system, SBM has been institutionalized through Republic Act No. 9155, also known as the Governance of Basic Education Act of 2001, which empowers school leaders and stakeholders to participate actively in decision-making processes and resource management at the school level. Despite strong policy mandates promoting decentralization and participatory governance, variations in the effectiveness of SBM implementation continue to exist across schools and districts.
This study examined the level of School-Based Management practices and their relationship with key performance indicators in elementary schools in the District of Caraga, Davao Oriental. Specifically, the study investigated SBM practices in terms of leadership and governance, curriculum and learning, accountability and continuous improvement, and management and resource systems. It also assessed key performance indicators including promotion rate, failure rate, dropout rate, and cohort survival rate. Additionally, the study examined SBM dimensions such as school leadership, internal stakeholders, external stakeholders, school improvement processes, school-based resource systems, and school performance and accountability.
A descriptive-correlational research design was employed involving fifty (50) elementary school heads in the district. Data were collected using a validated survey questionnaire with a Cronbach's alpha reliability coefficient of 0.8889, indicating good internal consistency. Statistical tools used included weighted mean, standard deviation, and Pearson Product-Moment Correlation.
Results revealed that SBM practices were implemented to a substantial extent across schools in the district. Leadership and governance demonstrated the highest implementation level, followed by curriculum and learning, management and resource systems, and accountability and continuous improvement. Key performance indicators also reflected positive educational outcomes, with high promotion rates and stable cohort survival rates across schools. However, correlation analysis revealed no statistically significant relationship between SBM dimensions and key performance indicators.
The findings suggest that although SBM structures are strongly implemented, improvements in educational performance indicators may depend on broader contextual factors including socio-economic conditions, student characteristics, community engagement, and instructional quality. Based on the findings, the study proposes a comprehensive improvement framework to strengthen SBM implementation through enhanced stakeholder collaboration, data-driven decision-making, instructional leadership development, and strategic resource management.
Registration ID: IJVRA_701893 Published ID: IJVRA2603445
"SCHOOL-BASED MANAGEMENT PRACTICES AND KEY PERFORMANCE INDICATORS TOWARD A COMPREHENSIVE IMPROVEMENT FRAMEWORK FOR ELEMENTARY SCHOOLS IN THE DISTRICT OF CARAGA", IJVRA - International Journal of Versatile Research and Analysis (www.IJVRA.org), ISSN:2984-8903, Vol.4, Issue 3, page no.396-408, March-2026, Available :https://ijpub.org/ijvra/papers/IJVRA2603445.pdf
Paper Reg. ID: IJVRA_701893
Published Paper Id: IJVRA2603445
Research Area: Management All
Country: Manila, Manila, Philippines
ISSN: 2984-8903 | IMPACT FACTOR: 9.12 Calculated By Google Scholar | ESTD YEAR: 2023
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