Lead Proponent: Flordeliza A. Del Rosario
Co-Proponents: Leticia E. Eugenio
Maila M. Capulong
Research Agenda
Category: Governance
Office/School: SGOD/CID Schools Division Office
of Balanga City

Quality education is not only about tangible resources like classrooms, teachers, and textbooks but also hinges on incentives that drive better instruction and learning (King and Cordero-Guerra, 2005). The education sector recognizes the complexity of delivering efficient and effective education through centralized means, prompting a shift toward decentralization. School-Based Management (SBM) is a manifestation of this
decentralization, transferring authority over school operations to administrators, teachers, parents, students, and other community members. This collaborative effort, initiated through the School’s First Initiative (SFI) in 2005, empowers schools to address access and quality issues in basic education, utilizing assessment tools like the “Framework and Standards for Effective School-Based Management Practice towards Improved Learning Outcomes.”

The SBM assessment tool, rooted in the Department of Education’s evidencebased framework, serves as a baseline for schools adopting SBM practices. It gauges performance across four thematic areas: Access, Efficiency, Quality, and Governance. The latter is particularly assessed through SBM Peer Assessment using Document Analysis, Observation, Discussion (D-O-D) processes, as detailed in DepEd Order No. 83, series 2012. The Schools Division of the City of Balanga, comprising 18 elementary
schools and 2 secondary schools, undertook periodic assessments for the school years 2011-2014 and 2012-2015, revealing diverse SBM levels among schools.

The focus of this study is to investigate the impact of SBM Levels of Practice on academic performance in public schools. The SBM status of each school in the Schools Division of the City of Balanga serves as a crucial point of departure for assessing school administrators, teachers, and stakeholders. By understanding the correlation between SBM Levels of Practice and academic outcomes, this research aims to provide insights that can inform educational policymakers and administrators in refining SBM practices for improved educational outcomes in public schools.