relationship of extent of implementation of sbm …2017)/gov haidee samontina...school-based...

RELATIONSHIP OF EXTENT OF IMPLEMENTATION OF SBM PRACTICES TO

TEACHERS’ COMPETENCE LEVEL IN MALALAG COGON NATIONAL HIGH

SCHOOL: BASIS FOR THE PROPOSED INTERVENTION PROGRAMS

An Action Research

Funded Through

Basic Education Research Fund (BERF)

Carpenter Hills, Koronadal City

HAIDEE A. SAMONTINA

Researcher

ABSTRACT

The study assessed the relationship between the Extent of Implementation of

School-Based Management (SBM) and Teachers’ Competence Level as perceived by

the secondary teachers in Malalag Cogon National High School. The study made use

of the descriptive correlation method where a survey questionnaire was used to gather

the data.

All data gathered in this study were analyzed using frequency count, weighted

mean and Pearson “r” correlation of coefficient.

Findings of the study revealed that the Extent of Implementation of School Based-

Management was now in Maturing level.

Additionally, findings also revealed that the Level of Teachers’ Competence was

Very Satisfactory.

Finally, it was concluded that there is a positive low or slight relationship between

Extent of implementation of School-Based Management practices and the Level of

Teachers’ Competence which implied that the increase in the level of SBM practices

through the existence of structured mechanisms, processes and practices in all

indicators there is a corresponding increase in the teachers’ competence level as

perceived by the secondary school teachers in Malalag Cogon National High School .

Furthermore, this also implied that the school administrators must consider the

teachers’ competence as a strong manifestation of the increase of school performance

despite of slight or low relationship between the two variables.

ACKNOWLEDGMENT

The researcher would like to express her heartfelt appreciation and gratitude to the

following people who have helped in making this action research successful and

possible.

Basic Education Research Fund (BERF) for providing funds to the conduct of

research in the field. Their financial support played such important roles along the

journey, as they mutually engaged in making sense of the various challenges. Their

guidance helped also in improving the mechanisms in availing of and utilizing the

available resources for the research.

Regional Research Committee (RRC) and Schools Division Research

Committee (SDRC) for approving research proposals and for providing technical

assistance to the researcher on the conduct of her study .

Ms. Renetchie B. Martinez, her research consultant whose excellent guidance,

encouragement and suggestion meant so much and whose kindness, generosity, and

professional advices motivated her to conduct this study.

To the teachers who gave time, effort and support in providing data needed for

this study. They have been the instruments in this paper, the researcher owes a lot

from them.

And all those who shared and contributed in one way or another, in making her

research study a successful one especially her better half, Harold G. Samontina, son

Zemron Knight A. Samontina.

And above all, to the Lord Almighty, whose greatest strength and bountiful graces

and guidance overflowed, the researcher submits herself and all her life and works,

without His presence and guidance, this research would not be made possible. To God

be the Glory.

Haidee Alipoyo-Samontina

I. CONTEXT AND RATIONALE

Teaching is an essential part of education. The teachers, being the focal figure in

education must be competent and knowledgeable in order to impart the knowledge

they could give to their students. Many believed that to keep the teachers’ competence

high, the principal should listen to their voice when making decisions in schools. The

idea of using SBM as a vehicle for giving more authority to classroom teachers is

common. Indeed, SBM often is seen as synonyms with empowering teachers.

Teachers expect that they will be asked to participate in decision making to make them

feel important , thus increasing their competence level. They also feel more

empowered and satisfied knowing they have a hand at decision making. Anderson

(2008) emphasizes that in the context of educational institutions, argues that teachers

who feel that they have a hand at decision making find sense of purpose in school,

and thus work further towards its success.

This study argues that the Extent of Implementation of School-Based

Management (SBM) practices relates to teachers’ competence level. In the past few

years, secondary school teachers often complain that they should participate in

decision making of the schools. With this, School-Based Management initiative was

also introduced that would involve all stakeholders including teachers in a transparent

management of the school, with the goal of improving the school quality of education.

On the other hand, it has been observed that some schools within the districts

perform better than the other districts. Finding different strategies and implementing

programs are two of the various and complicated challenges faced by the school

officials which aim to improve overall performance. That is, school administrators and

other DepEd officials are looking into the causes of the divisions’ poor performance.

The Division of Sarangani had prioritized the professional development of teachers.

Each secondary school teachers were given opportunity to undergo several trainings

on innovativeness and teaching strategies.

This study locates itself within the context of the dismal performance of the Malalag

Cogon National High school attempting to identify a factor that contributes to the

problem. Hence, examining the Extent of Implementation of School-based

Management practices and Teachers’ Competence level will provide understanding

on the nature of its root cause and will help in designing school programs that will solve

or minimize the problem. Thus, it is argued that the Extent of Implementation of

School-Based Management of Malalag Cogon National High School influences

teachers ‘competence.

REVIEW OF RELATED LITERATURES

This chapter will presents the related literature and recent study of the problem that

focuses on the ideas and insights that will strongly support the study.

Anderson (2008) strongly believed that one reason for teacher participation in

decision-making is meaningful teacher empowerment. Teacher empowerment

requires investing teachers with the right to participate in the determination of school

goals and policies, as well as right to exercise professional judgment about the content

of the curriculum and means of instruction.

While the power of a nation is depending on its educational system, the

effectiveness of an educational system depends on the quality of the teachers

(Schwerin, et, al,. 2009). Thereby, teachers hold a significant role in the educational

process of a nation.

I. Research Questions

Statement of the Problem

This study aimed to seek empirical evidence whether the Extent of

implementation of School-Based Management (SBM) practices significantly influence

the Level of Teachers’ Competence in Malalag Cogon National High School, North

Malungon District, Division Sarangani for the school year 2017-2018.

Specifically, the following questions were posted:

1. What is the extent of implementation of School-Based Management practices in

terms of

1.1 Leadership and Governance;

1.2 Curriculum and Instruction;

1.3 Accountability and Continuous Improvement;

1.4 Management of Resources?

2. What is the level of Teachers’ Competence of the Malalag Cogon National High

School in terms of

1.5 Program Planning and Development;

1.6 Evaluation of Students’ Performance;

1.7 Human Relation?

3. Is there a significant relationship between the Extent of Implementation of SBM

practices and Level Teachers’ Competence?

4. What are the proposed intervention programs of the Malalag Cogon National High

School?

Theoretical/ Conceptual Framework

Figure 1 shows the Conceptual Framework of the study. This will find out whether

there is a significant relationship between the Extent of Implementation of SBM

practices and the Level of Teachers’ Competence

Independent Variable Dependent Variable

Figure 1. The Conceptual Framework

Hypothesis

Sub problem numbers 1 and 2 were hypothesis free.

Extent of Implementation of SBM

Practices in terms of

Leadership and Governance

Curriculum and Instruction

Accountability and Continuous

Improvement

Management of Resources

Teachers’ Competence Level

Program Planning and

Development

Evaluation of Students’

Performance

Human Relation

H03 There is no significant relationship between the Extent of Implementation of SBM

practices and Level of Teacher’s Competence.

Definition of terms

The following terms are operationally defined as to how they are used in this study.

Extent of Implementation of School-Based Management Practices. It refers to the

extent of implementation of School- Based Management (SBM) practices in the

Malalag Cogon National High school, North Malungon District, Division of Sarangani

as perceived by the teachers in terms of the following areas: Leadership and

Governance, Curriculum and Instruction, Accountability and Continuous Improvement

and Management of Resources using the revised school-based management

assessment tool described as developing level, maturing level and advanced level.

School-based Management. It refers specifically to the decentralization of formal

decision making authority from the district to the school level, often including parents,

community members, and school staff along with principals and teachers in the

decision-making process (Caldwell, 2008).

Teachers’ Competence Level. It is the degree of proficiency at which the teacher

demonstrates capabilities in program planning and development , evaluation of

students performance and human relation described as poor, fair, satisfactory, very

satisfactory, and excellent.

Leadership and Governance. It is a network of leadership and governance that

guides the education system to achieve its shared vision, mission and goals making

them responsive and relevant to the context of diverse environments.

Curriculum and Instruction.The curriculum learning systems that are anchored on

the community and learners contexts and aspirations which are collaboratively

developed and continuously improved.

Accountability and Continuous Improvement. It refers to a clear transparent,

inclusive, and responsive accountability system in place, collaboratively developed by

the school community which monitors performance and acts appropriately on gaps

and gains.

Management and Resources. It refers to the resources that are collectively and

judiciously mobilized and able to manage transparency, effective and efficiency.

Evaluation to Student Performance. It refers to the ability of the teacher to assess

student performance, evaluate students’ progress in understanding the lesson and to

motivate students to better classroom performance.

Human Relation. It refers to the skill or ability of the teachers to work effectively and

for the purpose of improving interpersonal relationship with other teachers and the

people in the community.

II. ACTION RESEARCH METHOD

This chapter discussed the research method, research locale, the respondents,

the instruments, the research procedure and statistical tools employ in the study.

The Research Design

The descriptive- correlation method was used in this study. The study

investigated the possibilities of relation between the variables to determine the

whether their relationship is perfect, very high, high, moderate, slight or negligible or

no correlation at all (CalmorinandCalmorin 2008) . Thus, it was the most appropriate

method to be used in the study, because it determines the relationship between two

variables namely, Extent of SBM Implementation practices as the independent

variable (X) and Level of Teachers’ Competence as the dependent variable (Y).

Calmorin (2008) cited that to describe is to give the specific or particular

incident, of an object, a thing, person, attitude and behavior so that the wholeness of

that thing will be cleared and understood. While, correlation means to relate one

variable with the other variable with the other to find its relationship.

Research Respondents

The subjects of the study were the 31 teaching personnel of Malalag Cogon

National High School for school year 2017-2018.

Instrumentation

To investigate the three research questions, two research instruments used in the

study . The researcher used the two survey questionnaire. First ,the standardized

Revised SBM assessment tool was adopted in order to investigate the Extent of

Implementation of SBM practices as perceived by the teachers. The items of SBM was

divided into 4 areas: leadership and governance (Q1 to Q5), Curriculum and

Instruction (Q1, Q5), Accountability and Continuous Improvement (Q1 to Q5), and M

(Q1 to Q5). three-pointLikert-type scales was assigned to all items. The average rating

will be recorded for the principle in the Summary Table for the computation of the

General Average.The unit of analysis is the school system which are classified as 0.5-

1.4 (Developing), 1.5-2.4 (Maturing) and2.5-3.5 (Advanced ) or accredited level.

Meanwhile , a questionnaire will also be used to collect information about

Teachers’ Competence Level .The instrument to be used in this study was an adopted

and validated questionnaire since it was patterned after Ortiz(2005) study . It contained

three areas of competencies such as Program Planning and Development, Evaluation

of Students Performance and Human Relations. Each area has statements that

describe the competence of teachers. The questionnaire has the following perimeter

of limits:

The questionnaires on the Teachers’ Competence in the Different Areas composed

of ten (10) statements describes teachers competence in program planning and

development, Ten (10) statements in Evaluation on Students Performanceand ten (10)

statements inHuman Relation.

Five –point likert-type scale was assigned to all items. The instrument was

structured in the five(5) Likert–type scales using an average mean range with the

following interpretation of (4.50-5.00)outstanding; (3.50-4.49) very satisfactory, (2.50-

3.49)satisfactory, (1.50-2.49 ) fair ;and (1.00 -1.49) poor respectively.

Data Gathering Procedure

After the approval of research proposal, letter of permission to conduct the study

was prepared and addressed to the Schools Division Superintendent, after the

approval of the SDS, letter was sent to the school principal of Malalag Cogon High

School where the researcher conducted the study .

The researcher then prepared the final instrument ready for dissemination to the final

respondents of the study. The questionnaires was distributed to 31 participants which

was administered personally by the researcher . Prior to the conduct of the study, all

respondents were informed through focus group discussion together with the principal

that participation in the study is voluntary and that their participation would not affect

their work.

Ethical Issues

The following were the ethical issues observed during the conduct of the action

research:

1. Right to conduct a study or investigation to answer a question

2. Right to anonymomity and confidentiality

Data Analysis

After the retrieval of the questionnaires, the researcher made the data tabulation,

analyzed and interpreted the data on the problem. Quantitative data processing was

used to come up with the overall rating .Total responses of each item were obtained

and tabulated. In order to use the Likert-scale for interpretation, weighted mean to

represent each question was computed. Weighted mean is the average score wherein

every quantity of the averages has a corresponding weight. These weights represent

the significance of each quantity to the average. To compute for the weighted mean,

each value must be multiplied by its weight. Products should then be added to obtain

the total value. The total weight should also be computed by adding all the weights.

The total values then divided by the total weight.The results was presented in tables

for analysis and interpretation. Pearson “r” correlation was also used in answering the

correlational question in the study .After the interpretation on the data ,conclusions

and recommendations were formulated..

Statistical Tools

The data collected was analyzed with the help of statistical procedures such as

frequency count , arithmetic means and correlational measures.

For sub problem number 1 and 2 frequency count and weighted/arithmetic mean

was used to determine the Extent of Implementation of SBM practices and the

Teachers Competence Level.

For sub problem number 3, Pearson “r” was used to determine the relationship

between Extent of SBM Implementation and Teachers Competence.

VIII. DISCUSSION OF RESULTS AND REFLECTION

This study deals with the presentation, analysis and interpretation of the data

gathered.

Extent of Implementation of School-Based Management Practices

This study attempted to determine the Extent of Implementation of School-Based

Management Practices as perceived by the teachers based on the four principles

namely: Leadership and Governance, Curriculum and Instruction, Accountability and

Continuous Improvement and Management of Resources.

Table 2.1 reveals the Extent of Implementation School-based Management

practices under Leadership and Governance. In place is a development plan (e.g. SIP)

developed collaboratively by the stakeholders of the school & community has a

weighted mean of (x=2.29), which implied that the development plan is evolved

through the shared leadership of the school and the community stakeholders. The

development plan (e.g. SIP) is regularly reviewed by the school community to keep it

responsive and relevant to emerging needs , challenges & opportunities has a

weighted mean of 2.13, which indicates that the school and

the community stakeholders working as full partners , lead the continual review and

improvement of the development plan. The school is organized by a clear structure

and work arrangements that promote shared leadership and governance & define the

roles and responsibilities of stakeholders has a weighted mean of 1.96, this reflect

that the schools and community collaboratively define the structure roles and

responsibilities of stakeholders. A Leadership network facilitates communication

between and among school & community leaders for informed decision-making and

solving of school-community wide learning problems has a weighted mean of 2.09, it

implied that the network actively provides stakeholders information for making

decisions and solving learning and administrative problems. A long term program is in

operation that addresses the training and development needs of school & community

( 2.06) which shows that leaders undertake training modes that are convenient to them

and which do not disrupt their regular functions.

As feedback by the teachers, it can be gleaned that Leadership and Governance

was moving toward MATURING level with the average weighted mean of 2.126 -the

schools able to introduce and to sustain continuous improvement process that

integrates wider community participation and improve significantly on the performance

and learning outcomes. This implied that there was good rapport between the schools

and among the stakeholders. The results further implied that the stakeholders

understood their duties and responsibilities as partners of the school.

Table 2.1

Extent of Implementation of School-Based Management (SBM) Practice in terms of

Leadership and Governance

LEADERSHIP AND GOVERNANCE Mean Description

1. In place is a development plan e.g. SIP) developed

collaboratively by the stakeholders of the school & community

2.16

Maturing

2. The development plan(e.g.SIP) is regularly reviewed by the

school community to keep it responsive and relevant to emerging

needs , challenges & opportunities.

2.16

Maturing

3. The school is organized by a clear structure and work

arrangements that promote shared leadership and governance &

define the roles and responsibilities of stakeholders

2.16

Maturing

4. A Leadership network facilitates communication between and

among school & community leaders for informed decision-making

and solving of school-community wide learning problems

2.09

Maturing

5. A long term program is in operation that addresses the training

and development needs of school & community

2.25

Maturing

Average Weighted Mean 2.35 Maturing

Description of Extent of SBM Practices 0.5 -1 .4 Developing 1.5 -2.4 Maturing 2.5- 3.5 Advanced

As seen on Table 2.2, among the areas of Curriculum and Instruction as perceived

by the respondents , indicator 2 topped the most . The implemented curriculum is

localized to make it more meaningful to the learners and applicable to life in the

community ( x= 2.5), this implied that the localized curriculum is implemented closely

to ensure that it makes learning more meaningful and pleasurable, produces desired

learning outcomes, and directly improves community life. Ineffective approaches are

replaced and innovative ones are developed. While the least implemented area was

indicator 7,methods and resources are learner and community friendly, enjoyable,

safe, inclusive ,accessible and aimed at developing self directed learners. Learners

are equipped with essential knowledge skills, and values to assume responsibility

accountability for their own learning with a weighted mean of 1.84. which implied that

practices , tools, and materials for developing self-directed learners are beginning to

emerge in the homes and in the community. Additionally, the program is collaboratively

implemented and monitored by teachers and parents to ensure that it produces

desired learners.

It was also observed that in terms of Curriculum and Instruction the Malalag Cogon

National High School is now in the MATURING LEVEL which mean that the school is

able to introduce and sustain continuous improvement process that integrates wider

community participation and improve significantly on the performance and learning

outcome as indicated in the total weighted mean of 2.13 The results implied that the

implementation of school-based management contributed in the development of the

learners.

Table 2.2


Curriculum and Instruction

B.CURRICULUM AND INSTRUCTION Mean Description

1. The curriculum provides for the development needs of all types of learners in the

school community

2.29

Maturing

2. The implemented curriculum is localized to make it more meaningful to the learners

and applicable to life in the community

2.5

Advanced

3. A representative group of school and community stakeholders develop the methods

and materials or developing creative thinking and problem solving

1.96

Maturing

4. The learning systems are regularly and collaboratively monitored by the community

using appropriate tools to ensure the holistic growth and development of the learners

and the community

2.32 Maturing

5. Appropriate assessment tools for teaching and learning are continuously reviewed

and improved , and assessment results are contextualized to the learner and local

situation and the attainment of relevant life skills

2

Maturing

6. Learning managers and facilitators( teachers, administrators and community

members)nurture values and environments that are protective of all children and

demonstrate behaviors consistent to organization’s vision, mission and goals.

2.0

Maturing

7. Methods and resources are learner and community-friendly, enjoyable, safe,

inclusive, accessible and aimed at developing self-directed learners. Learners are

equipped with essential knowledge, skills, and values to assume responsibility

accountability for their own learning.

1.84

Advanced


Description of Extent of SBM Practices 0.5 - 1.4 Developing 1.5 -2.4 Maturing 2.5- 3.5 Advanced

It was found out on Table 2.3 in terms of Accountability and Continuous

Improvement that the school is now in the Maturing level. On Regular resource

inventory is collaboratively undertaken by learning facilitators, and community

stakeholders as basis for resource allocation and mobilization (x=2.50), A regular

dialogue for planning and resource programming, that is accessible and inclusive ,

continuously engage stakeholders and support implementation(x=2.50), In place is

a community- developed resource management system that drives appropriate

behaviors of the stakeholders to ensure judicious , appropriate and effective use of

(2.50) Regular monitoring evaluation, and reporting processes of resource

management are collaboratively developed and implemented by the learning

managers, facilitators (2.0), There is a system that manages the network and linkages

which strengthen and sustain partnerships for improving resource management.(x=

2.25) .

It can also be gleaned on the table that 1 out 5 was given a mean score of 2.50

which is in the ADVANCED level. This implied that these were the most practiced or

implemented areas under Management of Resources while the indicator 4 was the

least practiced indicator as seen on its weighted mean of 2.06 or Maturing level which

entails that a committee takes care of the continuous improvement of the school.

The average weighted mean of 2.39 suggests that Accountability and Continuous

Improvement was still on the MATURING level or the school is able to introduce and

sustain continuous improvement process that integrates wider community

participation and improves significantly on the performance and learning outcome. The

result demonstrated that schools can address local needs while working for continuous

improvement..

Table 2.3

Extent of Implementation of School-Based Management (SBM) Practice in terms of Accountability and Continuous Improvement

C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT Mean Interpretation

1. Roles and responsibilities of accountable person/s and collective body/ies are

clearly defined and agreed upon by community stakeholders

2.75 Advanced

2. Achievement of goals is recognized based on a collaboratively developed

performance accountability system; gaps are addressed through appropriate

action.

2.50

Advanced

3. The accountability system is owned by the community and is continuously

enhanced to ensure that management structures and mechanisms are

responsive to the emerging learning needs and demands of the community.

2.50

Advanced

4. Accountability assessment criteria and tools, feedback mechanisms and

information collection and validation techniques and processes are inclusive and

collaboratively developed and agreed.

2..06

Maturing

5. Participatory assessment of performance is done regularly with the community.

Assessment results and lessons learned serve as basis for feedback, technical

assistance recognition and plan adjustment

2.25

Maturing

Average Weighted Mean 2.50 Advanced

Description of Extent of SBM Practices 0.5 -1 .4 Developing 1.5 -2.4 Maturing 2.5- 3.5 Advanced

Table 2.4 presents the Extent of Implementation on School Based Management

on Management of Resources in Malalag Cogon National High School

As a feedback of the teachers on Management and Resources, it was observed

that regular resource inventory is collaboratively undertaken by learning facilitators,

and community stakeholders as basis for resource allocation and mobilization has a

mean of 2.13, A regular dialogue for planning and resource programming, that is

accessible and inclusive , continuously engage stakeholders and support

implementation has a mean of 2.26 . In place is a community- developed resource

management system that drives appropriate behaviors of the stakeholders to ensure

judicious, appropriate and effective use has a mean of 2.16. Regular monitoring

evaluation, and reporting processes of resource management are collaboratively

developed and implemented by the learning managers, facilitators has a mean of

2.19. and there is a system that manages the network and linkages which

strengthens and sustains partnerships for improving resource management has a

mean of 2.52

Furthermore ,the table shows that 1 out 5 sub areas was moving in the Advanced

level as indicated on its weighted mean of 2.52 . While the least agreed areas has

mean of 2.16. The average weighted mean was 2.212 or Maturing Level under

Management of Resources which is adequate enough on the standard level of DepEd

but still needs a little improvement to have an excellent level to quality for an

accreditation . This implied that there were evidences that indicate that planned

practices and procedures are not yet fully implemented. It also shows that resources

are collectively and judiciously mobilized and able to manage transparency, effective

and efficiency.

Table 2.4


Management of Resources

D.MANAGEMENT OF RESOURCES Mean Interpretation

1. Regular resource inventory is collaboratively undertaken by learning

facilitators, and community stakeholders as basis for resource

allocation and mobilization

2.13

Maturing

2. A regular dialogue for planning and resource programming, that is

accessible and inclusive , continuously engage stakeholders and

support implementation

2.26

Maturing

3. In place is a community- developed resource management system

that drives appropriate behaviors of the stakeholders to ensure

judicious , appropriate and effective use of

2.16

Maturing

4. Regular monitoring evaluation, and reporting processes of resource

management are collaboratively developed and implemented by the

learning managers, facilitators

2.19

Maturing

5. There is a system that manages the network and linkages which

strength and sustain partnerships for improving resource

management.

2.52

Advanced


Grand Total 2.17 Maturing

Description of Extent of SBM Practices 0.5 -1.4 Developing

Lastly, the overall mean of the four principles was 2.17 which indicates that the

Extent of School Based-Management Implementation of Malalag Cogon National High

School was now in MATURING level .This implied that schools are now in the process

of introducing and sustaining continuous improvement process that integrates wider

community participation and improve significantly performance and learning

outcomes. It also indicates that by continuing its effort to increase the level of SBM

practices in the different principles , the schools maybe are already qualified for the

advanced level which is capable of applying for the accreditation.

Teachers’ Competence Level

Table 3.1 presents the Teachers’ Competence Level in Malalag Cogon National

High School , North Malungon District, Division of Sarangani in Program Planning and

Development.

The weighted mean on the ability to organize and use advisory group was 3.82,

Ability to conduct community survey to determine community needs (x=3.40) has the

lowest weighted mean which implies that teachers needs to assess community needs

for the development of the learners. Ability to develop long range plan for the subject

(x=3.88), Ability to develop course of the study (x= 3.54), ability to budget the time (

3.90), Ability to determine educational needs/ goals of students (3.88), Ability to

evaluate references( x= 3.69), Ability to organize sequence of learning task (3.94),

Moreover, Ability to use variety of teaching methods and technology (x= 4.04) got the

highest mean which is almost Excellent. This implied that teachers are now more

innovative and resourceful in their topic and the Ability to use variety of teaching

methods and techniques (3.98).

As evaluated by the teachers, it was observed that Teachers’ Competence under

Program Planning and Development was described as Very Satisfactory as indicated

on the average weighted mean of (x=3.80), this implied that the teachers’ competence

in program planning slightly meet the standard which is excellent.

Table 3.1

Teachers’ Competence Level on Program Planning and Development

Area of Competence Mean Interpretation

A. Program Planning and Development

1. Ability to organize and use advisory group 3.82 Very Satisfactory

2. Ability to conduct community survey to determine

community needs

3.40 Very Satisfactory

3. Ability to develop long range plan for the subject 3.88 Very Satisfactory

4. Ability to develop course of the study 3.54 Very Satisfactory

5. Ability to budget the time 3.90 Very Satisfactory

6. Ability to determine educational needs/ goals of students 3.88 Very Satisfactory

7. Ability to evaluate references 3.69 Very Satisfactory

8. Ability to organize sequence of learning task 3.94 Very Satisfactory

9. Ability to use variety of teaching methods and techniques. 4.04 Very Satisfactory

10. Ability to use variety of teaching methods an technology 3.98 Very Satisfactory

Average 3.81 Very Satisfactory

Legend: Description of Level of Teachers’ Competence

5 - Excellent 4-Very Satisfactory 3- Satisfactory 2- Fair 1-Poor

It was found out on table 3.2 that the level of teachers’ competence in terms of

Evaluation of Student Performance was VERY SATIFACTORY particularly on the

ability to direct students self evaluation (x=4.07), Ability to assess students

performance ( x=4.13), Ability to evaluate students’ progress in understanding the

lesson (x=4.16), Ability to report students’ progress on time ( x=3.97), Ability to apply

policies for handling students’ attendance, transfer and termination ( x=4.22), Ability

to guide students to better school performance (x=4.18), Ability to lead students

towards self- reliance (x= 4.05), Ability in motivating students’ better classroom

performance( x=4.01) and ability to direct students in maintaining discipline was 4.01

respectively.

The teachers’ competence in their ability to apply policies for handling students’

attendance, transfer and termination has the highest mean of 4.22 which described

that teachers are more resilient or has an ability to adapt and succeed despite risk and

adversity. The teachers’ competence on the ability to respond students progress on

time has the lowest mean of 3.97 and described as Very Satisfactory. This implies

that teachers has to exert more effort in making periodic reports informing the

parent/guardian of their student’s progress.

Teachers Competence on Evaluation of Students Performance has the average

weighted mean of 4.09 which is Very Satisfactory but failed to meet the standard basis

for competenc.

Table 3.2

Teachers’ Competence Level on Evaluation of Students Performance

Evaluation of Students Performance Mean Interpretation

1. Ability to direct students self evaluation 4.07 Very Satisfactory

2. Ability to assess students performance 4.13 Very Satisfactory

3. Ability to evaluate students’ progress in

understanding the lesson.


4. Ability to report students’ progress on time 3.97 Very Satisfactory

5. Ability to apply policies for handling students’

attendance, transfer and termination.


6. Ability to guide students to better school performance

.


7. Ability to lead students towards self- reliance 4.05 Very Satisfactory

8. Ability in motivating students’ better classroom

performance.


9. Ability to understands students’ weaknesses. 4.01 Very Satisfactory

10. Ability to direct students in maintaining discipline. 4.01 Very Satisfacory

TOTAL 4.09 Very Satisfactory



Table 3.4 presents the Level of Teachers’ Competence among the teachers in

Malalag Cogon National High School on Human Relation.

With regards to the weighted mean , Ability to interact with students obtained 4.29,

Ability to interact with peers 4.21 ability to interact with community dwellers and

parents of students 3.91, Ability to assist student in school activities4.28, Ability to help

students in problems regarding school requirements 3.98, Relate with local

government unit in the area 3.65, Ability to recognize parents’ participation 4.02, Ability

to easily gather parent/community dwellers participation in school related problems

3.65, Ability to solicit further opinion to resolve school and community related problems

3.60, Ability to render personal services beyond that of being a teacher4.08

respectively.

The teachers’ competence on the ability to interact with students has the highest

mean of 4.29 which was described as Very Satisfactory. This implies that the teachers’

competence in their ability to interact with students is adequate and they are very good

in dealing with their students and colleagues. Their ability to relate with local

government unit in the area has the lowest mean of 3.65. This implies that the

teachers need to increase their ability in public relation to link with the local government

unit in the area as partners in the increase of the students and school performance.

Teachers’ Competence Level in Malalag Cogon National High School in Human

Relation has the average weighted mean of 3.97 which is described as Very

Satisfactory. This shows that mean though it is described as Very Satisfactory but it is

still inadequate to meet the excellent which is standard level in order to apply for

national accreditation.

Table 3.3

Teachers’ Competence Level on Human Relation

C.HUMAN RELATION mean Interpretation

1. Ability to interact with students 4.29 Very Satisfactory

2. Ability to interact with peers 4.21 Very Satisfactory

3. Ability to interact with community dwellers and parents of

students.


4. Ability to assist student in school activities 4.28 Very Satisfactory

5. Ability to help students in problems regarding school

requirements


6. Relate with local government unit in the area 3.65 Very Satisfactory

7. Ability to recognize parents’ participation 4.02 Very Satisfactory

8. Ability to easily gather parent/community dwellers

participation in school related problems


9. Ability to solicit further opinion to resolve school and

community related problems


10. Ability to render personal services beyond that of being

a teacher.


TOTAL 3.97 Very Satisfactory



Relationship of Extent of Implementation of School Based Management (SBM)

practices to Teachers’ Competence Level

This study also determined if there is a significant relationship between Extent of

Implementation of SBM practices and Level Teachers’ Competence in Malalag Cogon

National High School, North Malungon District, Division of Sarangani.

Correlation between two variables was analyzed by employing Pearson Moment

Coefficient . The result was displayed on table .

The table shows that the “r” computed value of .401 (positive low or slight

relationship ) is greater than the critical value of .232 which lead to the rejection of null

hypothesis .It was concluded that there is positive low or slight relationship between

Extent of Implementation of SBM Level of Practices and Teachers Competence Level.

This which implied that the increase in the level of SBM practices through the existence

of structured mechanisms, processes and practices in all indicators there is a

corresponding increase in the teachers’ competence level as perceived by the

secondary school teachers in Malalag Cogon National High School .

The World Bank (2009b) cited the conclusion made by Dimmock and Walker

who made an early evaluation in SBM in Hongkong, China. Their findings revealed

that there was an evidence that the School Based Initiatives reforms actually had

permeated into the classroom and were affecting the work of the teachers and

students.

Table 4

Relationship between Extent of Implementation of School- Based Management

(SBM) practices and Level Teachers’ Competence in Malalag Cogon National High

School.

Variables

α

Computed

“r”

value

Tabular

“r”

value

Decision Remarks

SBM

Vs.

Teachers

Competence

.05

.401

.232

Accept

Ho

Low or Slight

Relationship

Findings

Based on the analysis made, the researcher derived different findings such as:

1.1 The average weighted mean of Extent of School-Based Management in terms

of Leadership and Governance in Malalag Cogon National High School, North

Malungon District, Divsion of Sarangani was 2.35.

1.2 The average weighted mean of Extent of School-Based Management in terms

of Curriculum and Instruction in Malalag Cogon National High School was 2.36.

1.3The average weighted mean of Extent of School-Based Management in terms

of Accountability and Continuous Improvement was 2.50.

1.4The average weighted mean of Extent of School-Based Management in terms

of Management of Resources was 2.35.

2.1 The average weighted mean of Level of Teachers’ Competence in terms of

Program Planning and Development was 3.0.

2.2 The average weighted mean of Level of Teachers’ Competence in terms of

Evaluation of Students Performance was 4.09.

2.3 The average weighted mean of Level of Teachers’ Competence in terms Human

Relation was 3.97.

3. The computed “r” value on the relationship on the Extent of Implementation of

School Based Management and level of Teachers competence was .089 ( low or slight

relationship.

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations for the improvement

of the Extent of Implementation of School-Based Management practices Malalag

Cogon National High School, North Malungon District and its Relationship to Teachers’

Competence Level.

Conclusions

Based on the findings of the study, the researcher made the following conclusions:

1.1 The extent of implementation of School-Based Management in Malalag Cogon

National High School in terms of Leadership and Governance was described as

Maturing or Level II: the schools able to introduced and sustained continuous

improvement process that integrates wider community participation and improve

significantly on the performance and learning outcomes.

1.2 The extent of implementation of School-Based Management in terms of

Curriculum and Instruction was described as Maturing or Level II: the schools able

to introduced and sustained continuous improvement process that integrates wider


outcomes.


Accountability and Continuous Improvement was described as Maturing or Level II:

the schools ensured the production of intended outputs/outcomes and meeting all

standards of a system fully integrated in the local community and is self-renewing and

self-sustaining.


Management of Resources was described as Maturing or Level II- the schools able

to introduced and sustained continuous improvement process that integrates wider


outcomes.

2.1 Level of Teachers’ competence in terms of Program Planning and

Development was described as Very Satisfactory or Teachers’ competence often

exceeds expectations, display high level of competency on related skills abilities,

initiatives , productivity and exceeding requirements in many of the areas.

2.2 Level of Teachers’ Competence in terms of Evaluation of Students

Performance was described as Very Satisfactory or Teachers’ competence often

exceeds expectations, display high level of competency on related skills abilities,

initiatives , productivity and exceeding requirements in many of the areas.

2.3 Level of Teachers’ Competence in terms of Human Relation was described as

Very Satisfactory or or Teachers’ competence often exceeds expectations, display

high level of competency on related skills abilities, initiatives , productivity and

exceeding requirements in many of the areas.

3 . There is a positive low or slight relationship between the Extent of

Implementation of School-Based Management Practices and the level of Teachers’

Competence in Malalag Cogon National High School. This implies that increase in the

level of SBM practices through the existence of structured mechanisms, processes

and practices in all indicators there is a corresponding increase in the teachers’

competence level as perceived by the secondary school teachers in Malalag Cogon

National High School.

Recommendations

1.1 All members of the school must be involve in understanding and implementing

the mission and quality objectives. They must identify and plan for resources

necessary for achieving the school's objectives. They must also ensure the availability

of resources necessary to support the operation and control of the processes, needed

for establishing the educational system and their application throughout the school.

1.2 The school shall provide appropriate support and resources to implement and

deliver the course curriculum and ensure that the curriculum meets the various

developmental needs of students including academic, social, physical, emotional and

ethical values. Workshops and training program must included in the schools’ strategy

to improve academic knowledge and skills of the teachers as well as the students.

1.3 There must be a regular assessment on the effectiveness of teaching and

learning. The school shall identify and initiate continual improvement projects through

involvement of students, teachers and other stakeholders. It shall implement suitable

corrective and preventive actions at various levels..

1.4 The school shall have adequate management, teaching and support staff, with

appropriate qualifications and competencies to carry out the school's program,

services and activities.

2.1 Teachers’ competence must be enhanced through a unified program of pre

service and in-service teacher training which will be more school-based and demand-

driven.

2.2 Monitoring and evaluation in the conduct of Learning Partnership Program

must be enhanced to increase students’ performance.

2.3 Each school must provide a a flexible school culture that prioritizes students

choice. In this context, teachers must view themselves as coaches, guiding and

encouraging learning, rather than solely sharing knowledge.

3. The School Administrators must consider the teachers’ competence as a strong

manifestation of the increase of school performance despite slight relationship

between the two variables.

INTERVENTION PROGRAMS OF MALALAG COGON NATIONAL HIGH SCHOOL ON THE EXTENT OF IMPLEMENTATION OF SBM PRACTICES AND TEACHERS DEVELOPMENT PLAN

INDICATOR KEY IMROVEMENTS AREA/OBJECTIVES

Activities/Strategies Time Frame

Persons Involved

Means of Verification/Output

Success Indicator

LEADERSHIP

AND

GOVERNANCE

Ensure that MCNHS SIP

is regularly reviewed by

the school community to

make it responsive and

relevant to emerging

needs, challenges and

opportunity.

Conduct Regular SIP

Reviews

Conduct SMEPA

regularly

Conduct SLAC Sessions

All year

round

PTA &

Stakeholders

Teachers,

SGC

Students

SIP s of Meetings ,

reviews documents

Minutes of

Meetings,

Attendance.

Photos

Attain Level III

Status or

Advanced

Level during

the validation

both Division

and Regional

Level.

Ensure that MCNHS is

organized by a clear

structure and work

arrangements that promote

shared leadership and

governance and define the

roles and responsibilities of

the stakeholders.

Conduct SMEPA

Organize Teachers

Association

Organize Parents –PTA

Association

Organize SGC

Organize SSG and other

Clubs and organization

Tap and Alumni and other

stakeholders

June- July

PTA &

Stakeholders

Teachers,

SGC

Students

CBL

Minutes of Meetings

Photos

Organizational Chart

List of Officers

Attain Level III

Status or

Advanced

Level during

the validation

both Division

and Regional

Level.



Persons Involved


Success Indicator

LEADERSHIP

AND

GOVERNANCE

Increase network of

leadership and

governance that guides

the MCNHS system to

achieve its shared vision,

mission and goals

making them responsive

and relevant to the

context of diverse

environments.

Conduct Meetings and

SLAC Sessions /SMEPA

Post Communication flow

chart /Communication

System in the Bulletin

Board

Create a school website

or Face book page.

June –May

Principal/

Teaching

& Non

Teaching

Personnel

PTA/SGC and

Stakeholders

Communication Flow Chart Organizational Chart Presence FB Page Minutes of SMEPA Photos

Attain Level III

Status or

Advanced Level

during the

validation both

Division and

Regional Level

Ensure that there is a

long term program that

addresses the training

and development needs

of school and community

leaders

Conduct Trainings & Seminars for teachers & Parents Conduct SMEPA Conduct SLAC Sessions

June - July

Parents

Principal/

Teaching

& Non

Teaching

Personnel

PTA/SGC and Stakeholders

IPPD

Program Plan

Training Designs

Accomplishment Report

Photos/Photos

Programs

Attendance

Minutes of the Meetings

Attain Level III

Status or

Advanced Level

during the

validation both

Division and

Regional Level



Persons Involved


Success Indicator

CURRICULUM

AND

INSTRUCTION

Prepare /enhance

MCNHS curriculum that

is localized to make it

more meaningful to the

learners and applicable

to life in the community.

SLAC SESSIONS:

Prepare and Enhance

contextualized documents

December

to March

Committee on

the Curriculum

and Instruction/

Stakeholders

Selected

Students

-Big Books,

-L1 & L2 Dictionary,

Orthography,

-Senior High School

Accomplishment Report

- Improvised IM’s

Attain Level III

Status or

Advanced

Level during

the validation

both Division

and Regional

Level

Formulate /Make

methods and materials

for developing creative

thinking and problem

solving

SLAC Sessions:

- Action Research

Workshop/Seminar

- Review of the Revised

DLP/DLL.

- Seek linkages with the

NGOS /SCO’s in

improving Quality

Instruction.

- Ask assistance from

the stakeholders on

the making of visual a

September

to March

Teachers /Students Stakeholders

Action Research

Records of ICT-Based

Instruction/ DLP

DLL

Presence of Visual Aids

developed by

stakeholders

Attain Level III

Status or

Advanced

Level during

the validation

both Division

and Regional

Level



Persons Involved


Success Indicator

Curriculum

&

Instruction

Make a MCNHS system

that are regularly and

collaboratively monitored

by the community using

appropriate tools to

ensure the holistic

growth and development

of the learners and the

community

Conduct SMEPA

SLAC SESSIONS

Review/ develop school

assessment tool and

results to be used in

developing learning

programs that are suited

to the community.

June

To

May

Parents

Principal/

Teaching

& Non

Teaching

Personnel

PTA/SGC and

Stakeholders

Action Research

Minutes of Meeting

on conduct of

SMEPA

Evaluation Sheets

Attain Level III

Status or

Advanced

Level during

the validation

both Division

and Regional

Level.

Ensure that the roles and

responsibilities of

accountable persons/s

and collective body/ies

are clearly defined and

agreed upon by

community stakeholders

Organize PTA

Association, Teachers

Association, SGC ,

Alumni Association ,SSG

and other clubs

organization

Conduct a regular PTA

Meeting

All year

round

PTA &

Stakeholders

Teachers,

SGC

Students

CBL

List of Officers

For SGC ,PTA

Association , SSG

and other clubs and

organization

Minutes of Meetings

Attain Level III

Status or

Advanced

Level during

the validation

both Division

Conduct a regular

Teachers Meeting

Conduct SGC meetings

regularly

Increase Students &

parents involvement in

the school activities

Alumni

Association

Organizational

Charts

Photos

D.O No.54. s.2009

D.O No 67 s 2009

D.M 03. S 2013

and Regional

Level.

Ensure that the

achievement of goals is

recognized based on a

collaboratively developed

performance

accountability system,

gaps are addresses

through appropriate

actions

Conduct a regular PTA Meeting, Teachers Meeting, PTA Assembly, Recognition Homeroom PTA Meeting.

All year round

PTA &

Stakeholders

Teachers,

SGC

Students

Minutes of Meetings, Attendance, Photos

Attain Level III

Status or

Advanced

Level during

the validation

both Division

and Regional

Level

INDICATOR KEY IMROVEMENTS

AREA/OBJECTIVES


Persons Involved

Means of Verification/Outpu

t

Success Indicator

ACCOUNTABILITY

AND

CONTINUOUS

IMPROVEMENT



Persons Involved

Means of Verification/Outp

ut

Success Indicator

ACCOUNTABILITY

AND

CONTINUOUS

IMPROVEMENT

Ensure that accountability

system is owned by the

community and its continuously

enhanced to ensure that

management structures and

mechanisms are responsive to

Conduct SMEPA

SLAC SESSION

All

year

round

PTA, SGC,

Teachers ,

Students

Attendance , Minutes of Meetings Photos, Bulletin Board

Attain Level

III Status or

Advanced

Level during

the validation

both Division

the emerging learning needs

and demands of the community

and Regional

Level

Increase accountability

assessment criteria and tools ,

feedback mechanisms and

information collection and

validation techniques and

process are inclusive and

collaboratively developed and

agreed upon.

Conduct/Evaluate

regularly activities,

assemblies, meetings

conferences,

Symposium, and

other school related

activities and

programs through

assessment tool

Checklist form, Clients

Satisfaction forms

All year round

Teachers/ Students PTA Officers

Survey Forms Suggestion Box Documentation Documentation

Attain Level

III Status or

Advanced

Level during

the validation

both Division

and Regional

Leve

L

Accountability and Continuous Improvement

Ensure that the

participatory

assessment of

performance is done

regularly with the

community.

Assessment results an

lessons learned serve

as basis for feedback ,

technical assistance ,

recognition and plan

adjustment

Conduct SMEPA

Conduct /Attend

trainings, seminars

Strategic Planning

Conduct regular

meetings

Conduct inventory of

resources/facilities

Evaluation of

Classroom Structuring

Parenting Seminars

SLAC Sessions

Conduct Recognition

Day

All year

round

Teachers

Parents,

PTA

SGC

Students

Classroom Structuring evaluation form Instructional Materials Furniture Presence of school facilities such laboratory, library, clinic, multipurpose hall

Attain Level

III Status or

Advanced

Level

during the

validation

both

Division and

Regional

Level.



Persons Involved


Success Indicator

Accountability and Continuous Improvement

Ensure that school

Community developed

performance

assessment is

practices and is the

base for improving and

evaluation systems,

providing technical

assistance and

recognizing and

refining plans.

Increase Performance

indicator

BRIGADA SKWELA

LPP Implementation

Enhance Gulayan Sa

Paaralan

Initiate programs for the

Eco Friendly School

Environment

Conduct SMEPA

Strategic Planning

Conduct regular

meetings

Conduct inventory of

resources/facilities

Evaluation of Classroom

Structuring

Parenting Seminars

All year

round

Teachers

Parents,

PTA

SGC

Students

Presence of Gulayan sa Paaralan National Greening Program Report Eco Friendly School Report Classroom Structuring evaluation form Instructional Materials Presence of school facilities such laboratory, library, clinic, multipurpose hall. Presence of Signage Minutes of Meetings Presence of Environmental Clubs and Organization Guidance Programs

Attain Level

III Status or

Advanced

Level during

the validation

both Division

and Regional

Level.

SLAC Sessions

Conduct Recognition

Day

Photos

INDICATOR

KEY IMROVEMENTS

AREA/OBJECTIVES

Activities/Strategies Time

Frame

Persons

Involved


Success Indicator

MANAGEMENT OF

RESOURCES

Ensure that there is a

regular resource

inventory which is

collaboratively

undertaken by learning

managers , learning

facilitators and

community

stakeholders as basis

for resource allocation

and mobilization

Conduct / Monitor

regularly Resource

Inventory

Human Resources

Financial

Technological

Resources

Material Resources

June -

May

Property

Custodian

Teachers

Principal

PTA

School Financial

Reports

Inventory of Classrooms

and Facilities

Instructional Materials

Presence of Instructional

Tools and Equipment

Teachers , PTA, SGC

Organizational Charts

List of Clubs and

Organization

Attain Level

III Status or

Advanced

Level during

the validation

both Division

and Regional

Level.

.

Conduct SLAC Session

on Resource Planning

and Programming

through strategic

Planning .

June -

May

Teachers

Parents,

PTA

SGC

Students

Financial Mgt. Dev’t Plan Human Resource Dev’t Plan School Physical Development Plan Annual Procurement Plan IGP Sustainability National Greening Program Plan

Attain Level

III Status or

Advanced

Level during

the validation

both Division

and Regional

Level.

INDICATOR

KEY IMROVEMENTS

AREA/OBJECTIVES

Activities/Strategies Time

Frame

Persons

Involved


Success Indicator

MANAGEMENT

OF RESOURCES

Increase community

participation to develop

resource management

system that drives

appropriate behaviors

to the stakeholders to

ensure judicious,

appropriate and

Update regularly the

transparency board of

all Finances (MOOE,

PTA , IGP, Canteen

Fund, Donations, Clubs

and Organizations etch)

SMEPA

June to

May

Teachers,

PTA

SGC

Students

ADAS

Presence of Financial

Reports on the

Transparency Board

Attain Level

III Status or

Advanced

Level during

the validation

both Division

effective use of

resources.

and Regional

Level.

Increase monitoring ,

evaluation, and

reporting processes of

resource management

that are collaboratively

developed and

implemented by the

learning managers,

facilitators and

community

stakeholders

Conduct SMEPA

regularly

SLAC Sessions

Conduct Trainings ,

Seminars and Symposia

June

To

May

Teachers,

PTA

SGC

Students

ADAS

Human Resource Dev’t Plan Financial Mgt. Dev’t Plan Technology Resource Improvement Plan School Physical Dev’t Plan Annual Procurement Plan Inventory of MCNHS Resources

Attain Level

III Status or

Advanced

Level during

the validation

both Division

and Regional

Level.

VII.REFERENCES

Abrar, N., Baloch, A. G., &Ghouri, A. M. (2010). Attitude of Secondary Schools’ Principals & Teachers Toward Inclusive Education: Evidence from Karachi, Pakistan. European Journal of Social Sciences, 15(4),573-582. Achwarin, N. A. (2009). The Study Of Teacher Competence Of Teachers At Schools In The Three Southern Provinces Of Thailand Retrieved from www.journal.au.edu/scholar/2009/.../nareeAwareAchwarin156.doc

Ahmad, S. (2012). The Influence of Management Capabilities to the Effectiveness of School Implementation.”International Journal of Economics Business and Management Studies, 1(3), 104-113. Baker EA, Brennan Ramirez LK, Claus JM, Land G. Translating and disseminating research- and practice-based criteria to support evidence-based intervention planning. J Public Health ManagPract. 2008 Mar-Apr;14(2):124. Bandur, A. (2008). A Study of The Implementation of School-based Management In Flores PrimarySchoolsIn Indonesia. Unpublished Ph. D. Dissertation Newcastle, University of Australia. Bandur, A. (2012). School-based management developments: challenges and impacts. Journal of Educational Administration, 50(6), 845-873. Bandur, A., &Gamage, D. T. (2009).SBM policies and programs: Improve teaching- learning environments and student achievements in Indonesia. Education and Society, 27(1), 51-75. Barrera-Osorio, F., (2009).Decentralized decision-making in Schools.The Theory and Evidence on School –Based Management, The World Bank Washington DC. Bautista, C., Bernardo, A. Ocampo D., Where Reforms do not Transform: Experiences in the Department of Education, U. P. Centennial Lecture Series, 12 November 2008. The Paper will be part of the Human Development Network (HDN) Report 2008-09. BEAM Final Completion Report (2009)

Bengoteko, B., & Heyward, M. 2008, February 3. School-based management: Can it

work in Indonesia?The Jakarta Post.

http://www.journal.au.edu/scholar/2009/.../nareeAwareAchwarin156.doc

BESRAH Key Reform Trust I(2006) . Guidelines in Promoting Effective School-

Based

Management Practices Towards Improved Learning Outcomes.

Bibi, S. (2008).Evaluation Study of Competencies of Secondary School Teachers in

Punjab.Ph.D Thesis, University Institute of Education & Research, University of Arid

Agriculture Rawalpindi, Pakistan. p. 10

Caldwell, B. and J. Spinks. (2008). Raising the Stakes: from Improvement to Transformation in theReform of Schools, Routledge: London Caldwell, B. J., & Harris, J. 2008. Why not the best schools? Camberwell, Victoria, Australia: ACER Press. Caldwell, B, (2008). “Strategic Leadership, Resource Management, and Effective School Reform.:” Journal of Educational Administration 35 (5): 445-461. Calmorin, L. P.,.Calmorin M.A., (2008). Research Methods & Thesis Writing. Manila: Rex Book Store, Inc.301 pp. Cheng, C. K. (2008). The effect of shared decision-making on the improvement in teachers’ job development. New Horizons in Education, 56(3), 31-46. Depdiknas. (2008). RencanaStrategiDinasPendidikan Kota Pare-Pare (2008-2013) http://www.dinaspendidikanparepare.info/images/stories/pdf/renstra/MatriksRJM.pdf. Depdiknas, (2009). Tim PengembanganKomiteSekolahDitjenDikdasmen. Indikator KinerjaKomiteSekolah, Diaksespada 5 Agustus 2012 melalui

http://dpjp.wordpress.com/2007/04/28/indikator-kinerja-komite-sekolah

Department of Education.(2010). School –Based Management: A manual in the

assessment of school-based managementpractices: Pasig city:Technical Working

Group.

DepEd. (2009b). Operations manual on school-based management and its support systems. January 2009. Pasig City: DepEd.

DepEd. (2009d). Transforming education from the ground: Fifty studies of school-

based

management under the Third Elementary Education Project (TEEP). Bautista,

M.C.R. (Ed.). Pasig City: DepEd

Luz, J.M ( 2009) The Challenge of governance in a large bureaucracy (Department

of

Education) .linking governance of performance in an inter performing sector.

Philippine Report 2008-2009.

http://www.dinaspendidikanparepare.info/images/stories/pdf/renstra/MatriksRJM.pdf

http://dpjp.wordpress.com/2007/04/28/indikator-kinerja-komite-sekolah

Mission, .L.B. ( 2010). “The Relashionship of School Based Management Practices

and

School Effectiveness as Perceived by Public Secondary Teachers. Unpublished

Master’s Thesis , MSU – GSC

Barrera O.F,,Tazeen F., Patrino, .H.A., (2009) Decentralized Decision-Making in Schools: The Theory and Evidence on School- Based Management. 2009. Republic Act 9155 or The Governance Act of Basic Act of 2001.(2001)

Republic Act 7160 or The Local Government Code of the Philppines.(1991)

Republic Act 9155 (2001).Governance of Basic Education Act of 2001. Congress of the Philippines,12th Congress Rusman.(2010). Model-Model PembelajaranMengembangkanProfesionalisme

Guru.Bandung: Rajawali Pres. 2010.

Syahruddin,E., Mohd A. B. Abdul R., Ahmad J. Sihes (2014)The Role of Teachers’

Professional Competence in Implementing School Based Management: Study

AnalisysatSecondary School in Pare-Pare City of South Sulawesi Province-

Indonesia,International Journal of Evaluation and Research in Education (IJERE)

Vol. 2, No. 3,September 2013, pp. 143~148ISSN: 2252-

Syahruddin, Ernawati A. (2013). Journal of Education and Learning. Vol.7 (4) pp.

213-

218.

Yamauchi, F. &Lui (2011) School Quality , labor, market imbalance and investment in human capital: Evidence from a school intervention in the Philippines: Philippine Constitute for Development Studies

Worl Bank. “Decision-Making in Schools :The Theory and Evidence on School-Based

Management”. Concept Note, World Bank, Washington, DC.

World Bank. School grants as catalyst for school-based management and accountability?results from a randomized impact evaluation in niger. Unpublished Draft Report for the Ministry of Education of Niger (MEN), 2011 World Bank.2010, December.Making BOS effective under decentralization. Jakarta, Indonesia: Human Development Sector, World Bank. Retrieved September 2, 2011, from http://ddp-ext. worldbank.org/EdStats/IDNbr10.pdf

Financial Report

The following were the expenditures that had been incurred for the

accomplishment of the conduct of the study and for efficient dissemination of the

findings:

No.

Particulars

Amount

1 Transportation 1,650.00

2 Supplies & Materials 9,699.00

3 Photocopy, Reproduction, Binding 786.00

4 Load/Communication, Internet 5,430.00

5 Meals & Snacks 13,442.00

Total 30,977.50

Prepared by:

HAIDEE A. SAMONTINA

Researcher

relationship of extent of implementation of sbm …2017)/gov haidee samontina...school-based...

Documents