Proceedings of the 31st International Academic Conference, London

HALLMARKS OF SCHOOL-BASED MANAGEMENT: THEIR IMPACT TO QUALITY IMPROVEMENT AMONG PUBLIC SECONDARY SCHOOLS

PERCYVERANDA LUBRICA, IMELDA PARCASIO, MANOLITA ALVARO, JINGLE CUEVAS, ALMA VIDA GALLARDO, RUTH BATANI, DOMINADOR GARIN

Abstract:

Abstract This study is anchored on the premise that school-based management (SBM) training improves the capability of the school heads in their school governance along the following domains: Instructional Supervision, Leadership and Administration, Fiscal Management, Human Resource Development, Monitoring and Evaluation, and Planning and Development. The improved capabilities and competencies of school heads are manifested in the interventions employed in addressing the developmental needs and challenges encountered in their respective schools. It presupposes that with the acquired knowledge and skills, school heads have developed good practices in governing their respective schools of assignment . Results of the study show that school principals significantly differ in the extent of application of their knowledge and skills in school based management approaches. Student outcomes can be most powerfully impacted through improvements in curriculum and instruction, and school-based management efforts were found to have failed in addressing these areas in the school systems of public secondary schools. The school based management approaches are significant factors in affecting the development of performance standards of students and staff in the public secondary school system. Such results imply that the secondary schools should establish a substantial realization of their vision, mission and goals embarking on institutionalizing quality improvement measures in all areas of program provisions as their mandate in their respective school systems.

Keywords: Keywords: School-based Management, Instructional supervision, Leadership and Administration, Fiscal Management, Monitoring and Accountability, Planning and development, School heads Keywords: cognitive preference modality, pedagogical approach, classroom diversity, teaching practices, differentiated instruction

DOI: 10.20472/IAC.2017.031.028

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