TOPIC 9 Upload For Students
TOPIC 9 Upload For Students
TOPIC 9 Upload For Students
(SBM)
Introduction
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.
Likewise with the introduction of 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. In this Chapter, you are expected to
learn the rewards and challenges in implementing SBM especially on the part of
the school head.
Learning Outcomes
Mabuhay Elementary School had very low Mean Percentage Score (MPS) in the
last Grade 6 exit examination. Pupil tardiness and absences are rampant. Truancy
is another problem as some pupils cut classes because they spend their time
playing video games in the computer shops nearby. Absences are also very
rampant. Children claim they are told to absent by their parents to do rice planting
and harvesting.
Feeling helpless, Ms. Ligaya called on teachers, parents and leaders of the
community for a meeting. In the meeting, she presented the problems of the
school and asked for help to improve school performance. There were many
suggestions given. So these were written down in a simple matrix like the one
below:
Problem Cause Objecti Activity Perso Resour Timefr Expect
ve ns ces ame ed
involv Needed Outco
ed me
1. Late To Talk to PTA, PTA Zero
Tardines rising reduce parents officer meetin tar
s due to tv, tardine in s; g on
distance ss to Homero teache March
of home zero om. rs 15
to Schoo
school; l
compute Head;
r shop
2.Absen Games To Present PTA Video March Unexcu
teesism in reduce problem officer clips 30 sed
compute unexcu and s; absenc
r shops; sed seek Teach es
pupils absenc solution ers, Games reduce
lack of es to in PTA Schoo d to
interest zero Meeting l Head zero.
to go to ; PTA Refere
school; talk to nces
work in comput
the farm er shops
owners;
Teacher
s to
come
up with
interesti
ng
lessons
to
motivat
ed
students
to come
to
school.
Analysis Let's Analyze
Ms. Ligaya, the school head, is smart. She knew she couldn’t solve the problems
all alone so she involved the teachers, the parents, the student leaders and leaders
of the community. She knew that by involving them these members of the school
community will feel a sense of importance and a sense of ownership. Because
they were the ones directly involved with the problems, they themselves are in the
best position to solve the problem. The actions that Ms. Ligaya took are all in
accordance with School-Based Management.
Through SBM, problems and needs at the school level get solved faster and
specific personalities and cultures are taken into consideration. These
personalities and cultures are usually ignored in multi-layered in hierarchical
organization like DepEd. In a hierarchical organization, straight jacket rules,
procedures and allocation norms are given and apply to all. It takes time to solve
problems if schools have to wait for answers from above. As a result, teachers,
parents and students are frustrated due to delays.
In SBM, schools take the responsibility to plan and implement their School
Improvement Plans (SIP),. (The table that you scrutinized in the Activity phase of
the lesson is a part of a School Improvement Plan). It is the schools themselves,
not DepEd higher offices that know best their problems and the solutions to these
problems. It is the schools that determine the number and kind of teachers they
need, the kind of learning materials and resources they need.
Since schools are given more power to direct themselves, they are made
accountable for results. SBM makes schools accountable to the stakeholders
The Philippine Constitution provides that Congress shall enact a local government
code that will institutionalize a system of decentralization (Article 10, Sec. 3)
whereby local government units shall be extended more power, authority....The
Local Government Code in 1991 is a fulfillment of this Constitutional provision.
This means that long before the Department of Education (DepEd) legally
introduced decentralization in schools through School-Based Management (SBM)
in 2001 through the enactment of RA 9155, local government units were already
empowered for local governance. 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.
There research finding of OECD confirms "that school autonomy has a positive
relationship with student performance when account- ability measures are in place
and/or when school principals and teachers collaborate in school management"
(OECD, 2012). China and Singapore have been "devolving more responsibility to
the school level" (Stewart, 2008). In Finland, accountability rests on the trust
placed by families and government in the professional competence of teachers
(Stewart, 2008).
In the Philippines, the devolving of more responsibility to the schools was done
through the School-Based Management (SBM). SBM was introduced during the
implementation of the
The agreed upon standards of quality or effective schools are grounded on the
four principles of A Child-and –Community Centered Education Systems
(ACCESs), namely: (1) principle collective leadership (2) principle of
community-based leartu5) principle of accountability for performance and results
and principle of convergence to harness resources for education. All of these four
principles also apply to SBM.
3. The school's level of SBM practice can either be a Level 1, Developing
Developing; Level II, Maturing and Level III, Advanced. A School that reaches
the highest level of SBM practice qualifies for an accredited status.
Research findings point to the following factors that spell school effectiveness:
1. Human factors These include a dynamic school head, highly selected
competent and committed teachers, highly motivated pupils with high
expectations, and a supportive community.
2. Non- human factors, processes- These refer to clear and shared vision-mission
(focus), high expectations/ ambitious standards, emphasis on accountability,
aligned curriculum, instruction and assessment with state DepEd standards,
efficiency or optimal utilization of resources and facilities, collaboration and
communication, development, and global and future orientation.
These factors are exemplified by high performing schools in the Philippines and
abroad and by the best education performing countries in the world.
Appendix A.
The heart of all these elements, both human and non-human 1s the school head,
the school leader. This means that all these factors that contribute to school
effectiveness come forth only with a dynamic and a transformational school
leader.
TAKEAWAYS
I. Put a check (V) before the statement/ s that applies to SBM and an (X) before
those that don’t.
1. In SBM, only the school head matters.
2. In SBM, the Schools Division Superintendent is the leader.
3. Parents who have no children in the school cannot be consulted in SBM.
4. Sch0ol empowerment is the essence of SBM.
5. Students cannot be consulted by the school head because they are not yet
adults.
6. One advantage of SBM is the development of a sense of School ownership
among members of the academic and larger Community.
7. SBM is aligned to the principle of subsidiarity.
8. SBM succeeds even if school head is closed to ideas and suggestions. Anyway,
he/she is the head on whom the solution of the problem depends.
9. One weakness of SBM is delayed action because there must be consultation of
stakeholders.
10. SBM has no weakness, only strengths.
11. SBM is in keeping with the decentralization move a encouraged by the
Philippine Constitution.
12. SBM 1s School empowerment.
13. An authoritarian atmosphere encourages empowerment
14. In SBM, experimentation is welcome.
l5. In SBM, schools just wait for approved budget that include specific 1tems to
spend on.
I. Metaphoric Thinking
To which do you compare SBM ? Write a metaphor.
SBM is _________________________________________________________.
As a future teacher what did you find most meaningful in this lesson and why?
__________________________________________________________________
__________________________________________________________________
________________________
Let's Reflect
Do I welcome SBM or do I see it as an additional work?