22_vol-1_issue-7 _ SANTANU MANDA Industry Analysis _Plastic _L
Sb Manda Cad Achievement
Transcript of Sb Manda Cad Achievement
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Assessment of the Academic
Achievement of StudentsUnder School-based Management
Program
SUNGAHID, O.A. & SUNGAHID MJ. B.
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The Philippine public education is in
distress!
Only six out of every 1,000 Grade Six
elementary graduate students are prepared toenter high school. Only two out of every 100
fourth year high school students are fit to enter
college .Only 19 out of every 100 public schoolteachers have confidence and competence to
teach English.
Background/Rationale
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Education Secretary Jeslie Lapus made special mention
of School-Based Management as a crucial interventionto ensure better learning outcomes and capabilities
among school children.
The poor performance of Philippine education reflectsthe poor governance or of governance structure( Luz,
J.M 2009).
The SBM is a strategy to improve education bytransferring significant decision-making authority from
the national office to the local office, division office or
the schools. for the attainment of EFA 2015 goal.
Background/Rationale
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General Objective:
To assess the academic achievement ofstudents under School-Based
Management (SBM) program in fivepioneering schools of Banaybanay
District, Banaybanay, Davao Oriental.
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Specific Objectives:
1. To determine the SBM profile level of theschools in terms of;
a. School Improvement Process
b. Principals Leadership
c. Internal stakeholders
d. External Stakeholders e. SchoolBased Resources
f. School Performance Accountability
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Specific Objectives:
2. To determine the academic achievement ofstudents in English, Math and Science in the
District Achievement Test.
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Specific Objectives:
3. To determine the problem conditions encounteredby the schools in implementing the schoolbasedmanagement with regards to:
a. The functionality of School Improvement Plan (SIP);
b. Principals leadership Condition;
c. Policy Implementation requirements;
d. Governance and Supervisions Initiatives;
e. Teachers Dynamics; f. Stakeholders Involvement;
g. Resource Generation/Utilization
h. The School Environment;
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Conceptual Framework:Independent variable Dependent variable
Academic Achievement
of Students
1. To determine the SBM profile level of the schools in terms of;
a. School Improvement Process
b. PrincipalsLeadership
c. Internal stakeholders
d. External Stakeholders
e. SchoolBased Resources
f. School Performance Accountability
2. To determine students academic achievement in English, Math and Science in the
District Achievement Test.
3. To determine the problem conditions encountered by the schools in implementing
the schoolbased management with regards to:
a. The functionality of School Improvement Plan (SIP);
b. Principals leadership Condition;
c. Policy Implementation requirements;
d. Governance and Supervisions Initiatives;
e. Teachers Dynamics;
f. Stakeholders Involvement;
g. Resource Generation/Utilization
h. The School Environment;
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MATERIALS AND METHODS
The respondents of the study were 5 principals, 20teachers, 8 parents and 14 PTA officials, and
Chairman of Education Committee of LGU
Banaybanay, BLGU Education Committee
representative of the above schools and some
external stakeholders
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The Research Instrument: 1. The assessment tool developed by the Department
of Education which was based on the Framework
and Standards for Effective School-Based
Management Practices Towards Improved LearningOutcomes.
2. District Achievement Test from the school
records. 3.The survey questionnaire with a set of
indicators of problem conditions.
MATERIALS AND METHODS
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Data Processing Method:Descriptive statistics with frequency,
percentages and weighted mean were used
in this study.
MATERIALS AND METHODS
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RESULTS & DISCUSSIONSBM Profile Level
Table 1. School Improvement Process Indicators
No. ITEMS/INDICATORS
Responses ( scores)
YES NONOIDEA
A 1 The school has conducted assessment of SBMpractice using assessment tool.
43 1 3
A 2 The School Governing Council was organized. 46 0 1
A 3
The School Governing Council members are oriented
and trained on SBM. They are made aware of their
duties and responsibilities
42 0 5
A 4
School Improvement Plan/ Annual Improvement Plan
(SIP/AIP), needs and priorities are systematicallyidentified.
45 0 2
A 5 School Improvement Plan/ Annual improvement plan(SIP/AIP) emphasizes improvement of educational
outcomes.
42 1 4
A 6
Stakeholders(Students, parents, teachers, community
leaders), are informed, consulted and engaged in SIP
Formulation and implementation and monitoring and
evaluation.
41 3 3
A 7
SIP/AIP implementation was regularly tracked and
reported with necessary correctives measures
undertaken.
42 1 4
A8
x
A system of incentives and rewards (and positivediscipline for underperformance)based on
performance contract(between SGC and DepEd)is
piloted to promote school improvement process.
27 10 10
A 9A system of technical assistance is installed for
continuous process.38 3 6
Total366/423 19/423 38/423
86.5% 4.5% 9.0%
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RESULTS & DISCUSSION
SBM Profile LevelTable 2. School Leadership Indicators
No. ITEMS/INDICATORS Responses ( scores)
YES NONOIDEA
B 1 There is a principal designated in the school. 47 0 0
B 2The School head has been trained in instructional
leadership.
470 0
B 3 The school head is trained on School BasedManagement. 45 0 2
B 4The school head is trained on Local School Boar
responsibilities.38 3 6
B 5The school head was trained in community
organizing.41 3 3
B 6 The school head initiated to organize stakeholders 43 0 4
B 7
The School head installed appropriate SBM
system like school improvement planning,budgeting staffing , monitoring, etc.
43 1 3
B 8The school head performs fund management(accounting and bookkeeping ) functions.
42 2 3
Total346/376 9/376 21/376
92.0% 2.4% 5.6%
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RESULTS & DISCUSSIONSBM Profile Level
Table 3. Internal Stakeholders Indicators
No. ITEMS/INDICATORS Responses (scores)YES NO NO IDEA
C 1Students are made aware of their rights and
responsibilities as primary stakeholders.46 1 0
C 2Teachers are trained on curriculum, content
and pedagogy.40 1 6
C 3Teachers pursue continuing professional
development.
46 1 0
C 4
Students, teachers and parents are adequately
oriented on School BasedManagement(SBM)
43 2 2
C 5
Students, teachers and parents have understood
their respective responsibilities on School-
Based Management(SBM
43 3 1
C 6 Students, teachers and parents are organizedfor participation in SBM process. 45 1 1
C 7Parents assumed responsibilities as partners in
the learning process.41 3 3
C 8Students, teachers and parents supportedschool-wide improvement process.
45 0 2
Total349/376 12/376 15/376
92.8% 3. 2% 4%
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RESULTS & DISCUSSION
Table 4. External Stakeholders Indicators
No. ITEMS/INDICATORS
Responses (scores)
YES NONO
IDEA
D 1
1. External stakeholders(retired teachers, SK, et)
are organized and made aware of their rights
and responsibilities as education stakeholders..
33 7 7
D 22. Local government stakeholders are oriented
into functional LSB ( e.g., school building,
facilities, sports development etc..
40 3 4
D 3
3. Community leaders/ peoples
organization/NGOs are oriented understand
their respective roles and responsibilities for
SBM participation process.
37 6 4
D 4
4. Community leaders/ peoples
organization/NGOs, etc are organized and
mobilized to support SBM.
38 5 4
148/188 21/188 19/188
78.7% 11.2% 10.1%
SBM Profile Level
T
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RESULTS & DISCUSSION
Table 5. SchoolBased Resources Indicators
No. ITEMS/INDICATORS
Responses (scores)
YES NO NOIDEA
E 1The Annual School Budget (ASB) ( e.g., Dep Ed
MOOE) is aligned with SIP/AIP.41 3 3
E 2The school managed and controlled funds/resources
with Division Office assistance.36 4 7
E 3The Annual School Budget (ASB) is executed in
accordance with guidelines.
41 2 4
E 4ASB resulted in attainment of targets and desired
outcomes.40 1 6
E 5The school is properly informed of MOOE
allocation.22 10 15
E 6MOOE is published and drilled down to school in
cash.38 2 7
E 7 The school undertook school-based procurementwith the Division Office Assistance. 38 2 7
E 8Dep Ed representative to the Local School Board is
knowledgeable of SIP priorities.39 2 6
E 9MOOE funds made available to the school is
recorded, and utilized.41 2 4
E 10 MOOE funds are reported and accounted for. 41 2 4
Total377/470 30/470 63/470
80.2% 6.4% 13.4%
SBM Profile Level
RESULTS DISCUSSION
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RESULTS & DISCUSSION
Table 6. School Performance Accountability
No. ITEMS/INDICATORSResponses (scores)
YES NONOIDEA
F 1The school introduced transparency and accountability
in its transaction.41 3 3
F 2There is a monitoring and evaluation ( M&E) systemsuch as data and reports are used in continuing
improvement.
41 3 3
F 3
Major stakeholders( SGC, PTA, School Division
Superintendent, LSB) are informed and participated inmonitoring evaluation and reporting activities.
42 4 1
F 4Quarterly school performance ( student and Teacher ) is
monitored and evaluated by SGC.42 2 3
F 5
Improvement in learning outcomes by grade/ level is
monitored and evaluated by homeroom and tracked perstudent/ subject.
41 3 3
Total207/235 15/235 13/235
88.1% 6.4% 5.5%
SBM Profile Level
RESULTS DISCUSSION
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RESULTS & DISCUSSION
Table 7. SBM Profile Summary
Dimensions
Overall YesAnswer (in % )
SBM level 1
Starting
Stage
Moving
towards
Standard
Stage
1-60% 61- 98% 99- 100%
A
School Improvement
Process 86.5%
B Principals Leadership 92.0%
C Internal Stakeholders 92.1%
D External Stakeholders 78.7%
E School-Based Resources 80.2%
FSchool Performance
Accountability88.1%
Average 86.27%
* SBM level: a) 1- 60% : Starting stage
b) 61-98 % : Moving towards
c) 99-100% : Standard stage
SBM Profile Level
RESULTS & DISCUSSION
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RESULTS & DISCUSSIONAcademic Achievement of Students
0
1020
30
40
50
6070
Figure 1. Average of DAT Results of English, Math
and Science of Five Schools for Grade 1V, V & V1 for
SY 2005-2009
2005-2006 62.29 52.02 60.61
2006-2007 54.51 56.19 60.24
2007-2008 59.58 54.55 60.91
2008-2009 55.02 54.12 65.87
Grade 1V Grade V Grade V1
RESULTS & DISCUSSION
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RESULTS & DISCUSSIONAcademic Achievement of Students
50
5254
56
5860
62
Figure 2. Average of the Average ( Grade 1V, V & V1) of the DAT
Results of the 5 Schools and that of the district.
5SCH AVE. 58.27 56.98 58.35 58.35
DIST. AVE. 56.32 55.95 54.6 61.92
2005-6 2006-7 2007-8 2008-9
3
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RESULTS & DISCUSSION
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RESULTS & DISCUSSIONProblem Conditions
Table 9. Principals Leadership Condition
Item
No.ITEMS/INDICATORS
Responses (scores)
Agree
Disagree
NoIda
B 1The principal has high hopes, aspiration and
expectation for the school.46 1 0
B 2The principal makes tough decision and takes
Responsibilities.39 2 6
B 3xThe principal is receptive to peoples needs and
care for the feelings and views of others. 37 7 3
B 4 The principal has strong commitment to students. 46 1 0
B 5The principal has initiatives that focused on theImprovement of student and school performance.
46 0 1
B 6The principal mobilizes teachers, parents,
community members and LGU to support
SchoolBased Management project.
44 0 3
B 7The principal informs and updates SBM
stakeholders on the school performance
43 4 0
B 8
The principal involves the teachers, PTA, barangayand LGU education committees in making
decisions on SIP planning and SBM
implementation.
42 0 5
B 9xThe principal has faith in the teaching staff and
community35 2 10
B10x
The principal has the ability to raise additionalresources.
22 10 15
Total 400/470 27/470 43/47085.2% 5.7% 9.1%
RESULTS & DISCUSSION
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RESULTS & DISCUSSION
Problem ConditionsTable 10. Policy Implementation Requirements
ItemNo.
ITEMS/INDICATORS
Responses (score)Agree
Disagree
No
Idea
C 1The school has control over the budget and thepower to reallocate current resources to more
productive uses37 3 7
C 2SBM has provisions of authority granted to
the school to purchase supplies formcompetitive suppliers.
39 4 4
C 3x
SBM has provisions and budget forappropriate training in management
techniques for principals, teachers and parentsincluding staff development .
31 3 13
C 4 SBM has established reward system structurefor school that exceed achievement goals.
40 0 7
C 5 SBM has flexibility of budget allocation 40 0 7
C 6The school has significant budgetary and
personnel authority.39 3 5
C 7SBM determines principals performance
review.42 1 4
Total268/329 14/329 47/329
81.5% 4.2% 14.3%
RESULTS & DISCUSSION
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RESULTS & DISCUSSIONProblem ConditionsTable 11. Governance and Supervision Initiatives
Item
No. ITEMS/INDICATORS
Responses (score)
A
gree
Disagree
N
oIdea
D 1SBM program focused on the ultimate purpose ofimplementing such program increasing students
academic Performance.
42 0 5
D 2The School develops and implements process that
will enhance school effectiveness46 0 1
D 3 The school has a governing body. 44 0 3
D 4x The school division and district providesappropriate training in management techniques forprincipals, teachers and parents.
23 4 20
D 5The district office provides consultative services on
SBM and other teaching development activities.44 1 2
D 6x There is a presence of incentives for participation. 29 6 12
D 7
Information is broadly disseminated so that SBM
stakeholders can make decisions on schoolorganizations and be updated about school
performance
43 1 3
D 8The school has a well-defined vision for curriculum
and instruction44 1 2
D 9Every year end, an Annual SIP review andEvaluation involving stakeholders has been
conducted by the school.
39 1 7
D 10
Trainings are afforded to teachers, particularly
principals, on basic leadership techniques andcommunity organization Skills.
44 3 0
Total 398/ 470 17/470 55/47084.7% 3.6% 11.7%
RESULTS & DISCUSSION
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RESULTS & DISCUSSIONProblem Conditions
Table 12. Teachers Dynamics
Item
No. ITEMS/INDICATORS
Responses (score)
A
gree
Disagree
N
oIdea
E 1 Teachers have strong support to students need. 45 0 2
E 2Teachers develop commitment for Vision of School
Improvement45 0 2
E 3
Teachers develop teamwork with the principal,
parents, PTA and community in achieving the
schools vision.
43 0 4
E 4Teachers regularly consult with parents regarding
schools concerns and problems.45 0 2
E 5 Teachers have high morale. 45 1 1
E 6
Teachers create better teaching/learning
environments to promote better student
achievements.
47 0 0
E 7
Parents and community have greater support for the
school plan and activities. 43 1 3
E 8 Teachers help parents strengthen home learning. 45 0 2
E 9
Teachers have sufficient opportunity for
development and are provided funding to attend
trainings and seminars.
41 1 5
E10
xTeachers resist change. 29 15 3
Total 428/470 18/470 24/470
91.1% 3.8% 5.1%
RESULTS & DISCUSSION
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RESULTS & DISCUSSION
Problem Conditions
Table 13. Stakeholders Involvement
ItemNo.
ITEMS/INDICATORS
Responses (score)
Agree
Disagree
NoIdea
F 1
The principal, teachers, parents and stakeholders are
involved in making decisions to improve schoolperformance.
45 0 2
F 2School-based initiatives are focused on the
improvement of student and school performance44 1 2
F 3Parents are encouraged to volunteer in activities
involving student learning.41 1 5
F 4Stakeholders are varied like parents, teachers, PTA,local officials, media, the business sector, NGOs,church-based organizations, alumni and student-body
organizations, etc. to support the school.
38 2 7
F 5Parents are encouraged to show moral support and
strengthen home learning of their children.43 1 3
Total
211/235 5/235 19/235
89.8% 2.1% 8.1%
RESULTS & DISCUSSION
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RESULTS & DISCUSSIONProblem Conditions
Table 14. Resource Generation/ Utilization
ItemNo. ITEMS/INDICATORS
Responses (score)
Agree
D
isagree
NoIdea
G 1 Dep Ed requirements for SBM funding is very tight 28 6 13
G 2xThe School has limited control over the utilization of
funds.30 10 7
G 3To involve stakeholders for financial support is
difficult.34 7 6
G 4x
Counterpart budget for the School Improvement Plan
is supplied by parents, PTA, LGUs and other
individuals or group.
25 14 8
G 5xThe principal is effective in sourcing funds for the
SIP.11 32 4
G 6There is funding for professional development
activities27 6 14
G 7x
Parents have contributed so much in complying the
financial requirements of the School Improvement
Plan.
28 11 8
G 8
Other private individuals and business groups are
solicited to support the vision of the schools
improvement.
35 5 7
G 9Funding for teachers professional development is
made available..29 7 11
Total 268/423 77/423 78/42363.4% 18.2% 18.4%
RESULTS & DISCUSSION
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RESULTS & DISCUSSIONProblem Conditions
Table 15. School Learning Environment
Item
No.ITEMS/INDICATORS
Responses (score)
Agree
Disagree
No
Idea
H 1
The School creates a professional school culture
committed to producing higher levels of learning for
all students.
41 1 5
H 2 The school promotes child friendly environment 46 0 1
H 3Teachers create better teaching/learning
environments and students achievements.46 0 1
H 4xThe school has a strong collective vision and strong
values and beliefs in the importance of education .30 11 6
H 5Better instructional programs for students at risk have
been devoted and developed.38 3 6
H 6Teachers have effective behavioral management
programs.37 8 2
H 7xClasses are not distracted by extracurricular
activities.33 14 0
H 8x Teachers are sensitive to the culture of the students. 33 11 3
H 9 Parents are welcome in the school. 38 8 1
H 10Every Child A Reader Program is emphasized and
promoted in every class.43 1 3
Total
385/470 57/470 28/470
81.9% 12.1% 6%
RESULTS & DISCUSSION
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RESULTS & DISCUSSIONProblem Conditions
Table 16. Top 10 Problem Conditions Encountered in Implementing SBM
NO. ITEMS/INDICATORS
SBM
Problem
Condition
Favorable
SBM
Condition
No Idea
Number of Responses / %
G 3To involve stakeholders for financial support
is difficult.34 72% 7 15% 6 13%
G 2The School has limited control over the
utilization of funds30 64% 10 21% 7 15%
E 10 Teachers resist change. 29 62% 15 32% 3 6%
G 1Dep Ed requirements for SBM funding is
very tight
28 60% 6 13% 13 28%
H 7Classes are distracted by extracurricular
activities.14 30% 33 70% 0 0%
G 4
Counterpart budget for the School
Improvement Plan is supplied by parents,
PTA, LGUs and other individuals or group.
14 30% 25 53% 8 17%
H 8Teachers are sensitive to the culture of the
students.11 23% 33 70% 3 6%
G 5
The principal is effective in sourcing funds
for the SIP. 11 23% 32 68% 4 9%
H 4
The school have a strong collective vision
and strong values and beliefs in the
importance of education .
11 23% 30 64% 6 13%
G 7
Parents have contributed so much in
complying the financial requirements of
the School Improvement Plan.
11 23% 28 60% 8 17%
*E= Teachers Dynamics( 1 )
**G= Resource Generation ( 6 )** H= School Learning Environment ( 3 )
RESULTS & DISCUSSION
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RESULTS & DISCUSSIONTable 17. Top 10 Conditions Under No idea
NO. ITEMS/INDICATORS
FAVOR
ABLE
CONDITION
PROB
LEM
CONDITION
NO
IDEA
D 4
The school division and district provides appropriate
training in management techniques for principals,
teachers and parents.
23 4 20
B 10The principal has the ability to raise additional
resources.22 10 15
G 6There is funding for professional development
activities
27 6 14
C 3
SBM has provisions and budget for appropriate
training in management techniques for principals,
teachers and parents including staff development .
31 3 13
D 6 There is a presence of incentives for participation. 29 6 12
G 9Funding for teachers professional development is made
available.29 7 11
B 9The principal has faith in the teaching staff and
community35 2 10
G 4Counterpart budget for the School Improvement Plan issupplied by parents, PTA, LGUs and other individuals
or group.
25 14 8
G 7
Parents have contributed so much in complying the
financial requirements of the School Improvement
Plan.
28 11 8
G 2The School has limited control over the utilization of
funds10 30 7
*B=Principals leadership Condition( 2 )
**C=Policy Implementation Requirements ( 1 )***D=Governance and Supervision Initiatives ( 2 )
****G=Resource Generation ( 5 )
CONCLUSIONS & RECOMMENDATIONS
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CONCLUSIONS & RECOMMENDATIONS
Objectives Major Findings Conclusions Recommendations
1. To determine the
SBM profile level ofthe schools in terms of;
a. School ImprovementProcess
b. Principals Leader-
shipc. Internal stakeholders
d. External Stake-
holders
e.SchoolBased Re-
sourcesf. School Performance
Accountability
1. SBM profilesummary showed
that, the five schools
fall between 78.7%-92% level which is
characterized as
Moving Towards.
1. Based on the
Manual ofAssessment of School
Based-Management
Practices, anddespite the four years
in the inception of
school-based
management programin the five schools, the
schools have not
attained the StandardLevel.
1. A Sustainable,
massive community-wide information,
education and
communicationstrategy through
various media on
school-based
management, in orderto generate
community-wide
awareness and support,be established .
CONCLUSIONS & RECOMMENDATIONS
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CONCLUSIONS & RECOMMENDATIONS
Objectives Major Findings Conclusions Recommendations
2. To determine the
academic
achievement ofstudents in English,
Math and Science in
the District
Achievement Test
(DAT).
2. The DAT results of
the five schools, for
grade level 1V, V, and
V1, for School-Year
2005-2006 to 2008-2009, showed erratic,
slight downward-
upward trend and thatthey were slightly
higher than that of the
whole District DAT
average result.
2. The downward-upward trend of the
DAT results of the
academic achievement
of students in English,
Math and Science for
Grade 1V, V and V1
school year 2005-2006to 2008-2009 and the
slight higher scores of
the five schools ascompared with District
DAT average scores- It
is inconclusive that
they are attributed tothe implementation of
School-based
Management program.
2. Institutionalization
of teachers continuing
professional
development be part
of SBM dimension-a) a
locally funded
scholarship grant be
made available, and
that b) they be de-loaded with multi-
responsibilities for
them to become more
focused on teaching-
learning activities; c)
postgraduate criteria be
added to teacherapplicants ranking and
evaluation system as
incentive for young
teachers to go on
graduate studies.
CONCLUSIONS & RECOMMENDATIONS
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CONCLUSIONS & RECOMMENDATIONSObjectives Major Findings Conclusions Recommendations
3.To
Determine the
problemconditions
encountered
by the schools
in implement-
ing the
schoolbasedmanagement
3. The SBM problem conditions
showed that; a) Principals had
inadequacy in the ability to raise
funds, and not very receptive to
peoples needs and feelings;
b) Policy Implementation
requirements and Governance and
Supervisions Initiatives were not
clearly understood ; d) High
percentage of teachers resistedchange; e) Stakeholders were not
so diverse although their roles
were clear ; g) Resource
Generation and utilization was
highly a problem condition in
SBM implementation; and h)
Under school learningenvironment, distraction by extra
curricular activities; Teachers
have effective behavioral
management programs; Teachers
are sensitive to the culture of the
students, scored significantly,
negatively high.
3. The Problem
conditions are
centered on the;
a)capability by the
stakeholders to tap
various sources for
fund raising,
allocation andutilization in support
of the school
improvement plan,
b) continuing
information and
dissemination on
SBM practices, andc) developing a
learning
environment that
centered on culture
of quality education
.
3.a) A training
program for internal
and external
stakeholders be
programed to obtain
organizational,
planning and
management skills for
school-basedmanagement capacity
building.
b ) An incentive and a
reward system for
parents-stakeholders be
tapped to assist invarious school
activities and
institutionalize
volunteerism in school
to take teachers non-
academic related
work.
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Very Much !