FTC 4
The Teacher and the Community, School Culture and
Organization Leadership
FINAL
Chapter 9: School Based Management
Group 3
Arnold B. Arca
John Christian Famularcano
Julius Rosales Hernandez
Lance Cyril Morallos
What is School Head in School Based-Management (SBM)
• School Head in School Based-Management (SBM) is a decentralized
management initiative by developing power or authority to school heads,
teachers, parents and students. (SBM) is a strategy to improve education
by transferring significant decisions making authority from DepEd central
office, regional offices, division offices to individual schools.
(SBM) and the Principle of subsidiarity
 SBM) is in keeping with the principle of subsidiarity which states that is
the people at the lowest level who will know best their problems and so
are in the best position to address the same. This tenet holds that “nothing
should be done by a larger and more complex organization.
Advantages 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;
• Improve morale of teachers and nurture new leadership at all levels.
Disadvantages or Problems of SBM
• Some of the problems that SBMs take holders might encounter include
more work for stakeholders, less efficiency, uneven school performance,
an increased need for staff development, confusion about new roles and
responsibilities, and coordination difficulties
• Barriers that may prevent SBM from being implemented successfully
include lack of knowledge by stakeholders of what SBM is and how it
works; lackofdecision-making skills, communication, and trust among
stakeholders; statutes, regulations, andunion contracts that restrict
decision-making authority and teachers' time involvement; and the
reluctance of some administrators and teachers to allow others to takeover
decision-making authority.
Legal Basis of SBM
• The Philippine Constitutions provides that Congress shall enact a local
government code that will institutionalize a system of decentralization
(Article 10, Sec. 3) where by local government units shall be extended
more power, authority… The Local Government Code in 1991 is a
fulfillment of this constitutional provision.
Conditional for the success of SBM
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Teachers, school heads must be given the opportunity to make choices.
The involvement of parents and teachers must be strongly encourages and
highly welcomed.
Stakeholders must participate in the development of a school improvement
plan.
Higher authorities must actively encourage thoughtful experimentation
and innovation in an atmosphere where mistakes are viewed as learning
experiences.
Teachers must develop reflection, problem solving.
Function of a School Head
Roles
Visionary principal,
motivator, advocate and
planner
Builder of networks and
support systems
Curriculum developer
Functions
Lead in setting the vision,
mission and goals of the
school
Organize/ expand school,
community and local
government networks and
groups that will actively
participate in school
improvement
Lead in development the
School improvement Plan
with the
participation of the staff
and community
Lead in developing and
maintaining the School
Management Information
System
Knowledge/ Skills/ Attitude
Required
Change and future orientation
Networking, organizing , social
mobilization, advocacy
Development of teamwork,
building consensus and skills in
negotiation and conflict resolution
Participatory planning and
administrative management
Generation and use of data and
information as basis for planning
and management
Create a physical and
Development of collective
psychological climate
accountability for school and
conducive to teaching and
student performance
Localize and implement
Designing of the curriculum to
school curriculum
address both national goals,
local needs and aspiration
Encourage development
Creation of an open learning
and use of innovative
system based on several resource
instructional methods
materials rather than on single
focused on improving
textbooks
learning outcomes,
increasing access to basic
education, improving the
holding power of schools
and addressing specific
local problems
Fiscal Resource Manager
Administer and manage
all personnel, physical
and fiscal resource of the
school
Encourage and accept
donations, gifts, bequests
and grants for
educational purposes and
report all such donation
to the appropriate offices
Participatory and peer-based
instructional supervision
Serving as model for
transparency and accountability
especially in financial
management
Factors of 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. SBM is the mechanism
introduced by the Development pf Education in the Philippines to
continuously work on effective schools.
Philippine Accreditation System for Basic Education (PASBE)
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The institutionalization of SBM was strengthened with the introduction of the
Philippine Accreditation System for Basic Education (PASBE) which was
launched through DepED order No. 64, s. 2012. Accreditation is a process of
self-evaluation and peer review to ensure that quality standards agreed upon
by stakeholders are understood, implemented, maintained, and enhanced for
continuous improvement of learner outcomes.
A school in;
 Level I- Developing
 Level II- Maturing
 Level III- Advanced
Factors that contribute to School Effectiveness
1. Human factors
2. Non- human factors