Republic of the Philippines

BATANGAS STATE UNIVERSITY

The National Engineering University
ARASOF-Nasugbu
R. Martinez St., Brgy. Bucana, Nasugbu, Batangas, Philippines 4231
Tel. No.: +63 917 107 2200
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

LEARNING MODULE IN THE TEACHER AND THE COMMUNITY,

SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
1st Semester, A.Y. 2023-2024

CHAPTER 8

THE SCHOOL HEAD

Duration: 3 hours/week
Subject Code: Ed 103
Subject Teacher: Asst. Prof. JAPNER XAVIER L. GUEVARRA
 THE SCHOOL HEAD IN SCHOOL
BASED MANAGEMENT

EXPECTED LEARNING OUTCOMES

1. Explain the meaning, advantages, disadvantages and demands of School Based

Management.
2. State practices aligned to School Based Management.
3. Explain the roles, functions and competencies of School Heads in School Based
Management.

THE BIG IDEA

1. How can SBM affect the principal? Can the SBM implementation help improve the
school?
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DEEPEN YOUR UNDERSTANDING

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Roles and Competencies of School Heads

Governance of Basic Education Act of 2001 Sec. 4 (m) School Head – is a person
responsible for the administrative and instructional supervision of the school or cluster
of schools.

The school head is both an administrative and an instructional leader. The main concern
of an administrative leader is to improve the school through physical improvement, fund
sourcing, etc. As an instructional leader, the school head supervises instruction by
observing teachers while they teach, conducts conferences and many more.

National Competency-Based Standards for School Heads (NCBS-SH)

Core Principle
School heads are competent, committed, and accountable in providing access to quality
and relevant education for all through transformational leadership and a high degree of
professionalism.

NCBS-HS Domains and Description

Domain 1 School Leadership
Domain 2 Instructional Leadership
Domain 3 Creating Student-Centered Learning Climate
Domain 4 HR Management and Professionalism Development
Domain 5 Parent Involvement and Community Partnership
Domain 6 School Management and Operations
Domain 7 Personal and Professional Attributes and Interpersonal Effectiveness

Competency Framework for Southeast Asian School Heads

The Philippines is a member of the Association of Southeast Asian Nations (ASEAN)
thus it is good to know and understand the Competency Framework for Southeast Asian
School Heads. There are five domains in the competency framework. These are:

Stakeholders Engagement
Instructional Leadership
Personal Excellence
Strategic Thinking and Innovation
Managerial Leadership

Legal Basis of School Based Management

The Philippine Constitution provides that Congress shall enact a local government code
that will institutionalize a system of decentralization (Article 10, Sec. 3) whereby local
government units shall be extended more power, authority…The Local Government
Code of 1991 (RA 7160) is a fulfillment of this Constitutional provision.

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This means that long before the DepEd legally introduced decentralization in schools
through School-Based Management in 2001 through the enactment of RA 9155, local
government units were already empowered for local governance. RA 9155, Basic
Governance Act transfer the power and authority as well as the resources to the school
level. School empowerment is based on the assumption that the school heads including
teachers, key leaders in the community, parents know best the root and solution to the
problem.

SBM is a decentralized management initiative by developing power or authority to

school heads, teachers, parents and students. It is a strategy to improve education by
transferring significant decision-making authority from the DepEd Central office,
regional offices, and division offices to individual schools.

SBM is in keeping with the principle of subsidiary which states that it is the people at
the lowest level who will know best their problems and so are in the best position to
address the same. This tenet holds that “nothing should be done by a larger and more
complex organization which can be done as well by a smaller and simpler organization.

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Advantage of SBM
 Allow competent individuals in the schools to make decisions that will improve
learning
 Give the entire school community a voice in key decisions
 Focus accountability for decisions
 Lead to greater creativity in the design of programs
 Redirect resources to support the goals developed in each school
 Lead to realistic budgeting as parents and teachers become more aware of the
school’s financial status, spending limitations and the cost of its programs
 Improve morale of teachers and nurture new leadership at all levels

Conditions for the Success of SBM

 Teachers and school heads must be given the opportunity to make choices. They
must actively participate in school improvement planning.
 The involvement of parents and teachers must be strongly encouraged and highly
welcomed.
 Teachers must develop reflection and problem solving.
 Stakeholders must participate in the development of a School Improvement Plan.
They must have a say on resource allocation to meet specific needs.
 Higher authorities must actively encourage thoughtful experimentation and
innovation in an atmosphere where mistakes are viewed as learning experiences.
They must be willing to share their authority with the academic and larger
community.

In addition, based on international experience, the following must be present for SBM to
succeed in schools:
 have basic resources
 have developed an effective school support system
 are provided with regular information on their performance
 are given advice on how they may improve
 emphasize the motivational element in the management work of the principal

Factors that Contribute to School Effectiveness

 Human factors- dynamic school head, highly selected competent and committed
teachers, highly motivated pupils, supportive community…
 Non-human factors- clear and shared vision-mission, high expectation/ambitious
standards, instruction and assessment with state DepEd standards, aligned
curriculum…
These factors that contribute to school effectiveness come forth only with a dynamic and
a transformational school leader.

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 ACTIVITY

1. List down 5 things that the school head does as an instructional leader and 5 things as
an administrative leader. Use the table below to write your answer.

Instructional leader Administrative leader

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

2. By means of a Venn diagram, compare and contrast NCBSSH and Southeast Asian
Competency Framework for School Heads.
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 TAKEAWAYS

Five things that I learned from this chapter are the following:
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ASSESSMENT

Directions: Multiple Choice: On the line before the number, write the letter
corresponding to the correct/best answer.
_____1. When a school head is “snoopervising” as in the past, the main goal is to _____.
A. Provide support for teachers
B. Listen on the difficulties of teachers
C. Give suggestions on how to improve
D. Look for teachers’ weakness and errors
_____2. A school head can “read” well her teachers and knows how to respond
appropriately. Which attribute does she manifest?
A. Fairness
B. Integrity
C. Eloquence
D. Interpersonal sensitivity
_____3. Which can enhance a school head’s interpersonal effectiveness?
I. Observance of the golden rule at all times
II. Exclusivism
III. Genuine respect for all
A. I, III B. I, II C. II, III D. I, II, III
_____4. In order to get the most out of their staff, what must principals establish?
A. Clear standard
B. Culture of excellence
C. Genuine relationships
D. Aligned assessment task
_____5. Among the personal and professional attributes of school heads as contained in

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the National Competency-Based Standards for School Heads, which is manifested when
a school head is honest in all her/his transactions and dealings with all groups of people?
A. Professionalism
B. Communication
C. Fairness and Integrity
D. Interpersonal sensitivity
_____6. As a principal, what should you be when an angry student, or a disgruntled
parent, or an upset teacher goes into your office to pour out his/her sentiments?
A. Shock absorber
B. Exceptional listener
C. Model and inspiration
D. Expert problem solver
_____7. With SBM in mind, which does not belong
A. Centralized Management
B. Stakeholders involvement
C. Devotion of power to school
D. In accordance to the principle of subsidiarity
_____8. For SBM to succeed, which must be present?
A. Low Expectation
B. Docile Community
C. Leader with strong personality
D. Effective school support system
_____9. Which is the essence of SBM?
A. School empowerment
B. Principal empowerment
C. Stakeholder empowerment
D. Reduced authority of school head
_____10. According to the principles of SBM, who is/are in the best position to improve
schools?
A. The people most directly affected by the school’s operations
B. The DepEd Secretary because he has all the power and the connections
C. The partnership of the offices of Regional Director and Division Superintendent
because they have the budget and the manpower
D. The teachers because research says that the quality of teachers is the single most
important factor in the improvement of learning
_____11. What come/s along with School-Based Management?
I. Decentralized decision-making
II. Distribution of responsibilities
III. Schools reflecting local priorities and values
IV. Complete autonomy of schools and communities
A. I, II B. I, II, III C. II and III D. I, II, III, IV
_____12. With SBM in mind, which does not belong?
A. Empowered principals
B. Schools as the primary unit
C. Internal and external stakeholders as partners
D. Central Office disconnect to the schools to make decentralization real
_____13. It was found out that in relation to SBM practice in the Philippines, schools
just had “been counting”. What does this imply?
I. Schools were just occupied with counting number of seminars teachers attended,
number of consultations done with parents and community
II. Schools became oblivious that the collection of data and preparation of documents
were all done to improve student performance, the end goa of SBM
III. Schools welcome SBM and implement it with thorough understanding

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A. I, II, III B. I, III C. I, II D. II, III
_____14. Why is use of resources more effective in SBM?
A. Parents will be less demanding
B. School will have less need for procurement
C. The policies on bid and awards are known to all
D. Those making the decisions are intimately acquainted with its needs
_____15. For SBM to succeed, a paradigm shift is necessary. SBM must be seen not as a
mere strategy but rather as _____.
A. A form of tokenism
B. An act of “bean counting”
C. An act of mere compliance
D. A way of systems thinking and orientation

LEARNING RESOURCES

The contents of this module are from:

Prieto, Nelia G., et al (2019). The Teacher and the Community, School Culture and
Organizational Leadership. Metro Manila: Lorimar Publishing Inc.
Llgas, Avelina T., et al (2018). Essentials of Teacher Leadership. Metro Manila, Lorimar
Publishing Inc.
Llgas, Avelina T., et al (2018). Becoming a 21st Century Educational Leader. Metro Manila,
Lorimar Publishing Inc.
LLego, Mark Anthony (n.d.). A Comprehensive Guide to School-Based Management.
Available at https://www.teacherph.com/a-comprehensive-guide-to-school-
based-management-sbm/

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