SCHOOL HEADS’ COMPETENCE, COMPLIANCE AND DIFFICULTIES IN THE IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT
Keywords:
School-Based Management (SBM), School leadership , Competence levelAbstract
This study evaluated the competence and compliance levels of school heads and the difficulties they faced during the School-Based Management (SBM) implementation for the school year 2022-2023, aiming to inform an enhancement plan. The major variables included school leadership, curriculum instruction, learning environment, accountability and continuous improvement, and resource management. The study surveyed 88 secondary teachers from an island district in Central Philippines, analyzing responses based on age, length of service, highest educational attainment, and plantilla position using descriptive methods, frequency counts, simple percentages, weighted means, and the Mann-Whitney U-Test.The findings revealed that the school heads were rated very high in competence and compliance across all areas. Difficulties encountered were rated low. When comparing competence by age, younger teachers rated school heads very high, while older teachers rated them high. Similar patterns emerged for length of service, highest educational attainment, and plantilla position. Compliance levels showed no significant differences across demographic variables except for resource management when compared by age and length of service. The difficulties faced were generally rated low, with no significant differences except in the learning environment when categorized by plantilla position.The study concludes that enhancing school heads' competence and compliance in SBM implementation is essential. An enhancement plan focusing on school leadership, curriculum instruction, learning environment, accountability and continuous improvement, and resource management is proposed to improve SBM practice and maximize learning outcomes.
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