SCHOOL-BASED MANAGEMENT IN CONTEMPORARY

TIMES

 Overview of School Leadership and Management:

Theories and Principles

 Perspectives in School-Based Management Practice:

Significance of Leader Characteristics and values

Reporter: JOYCE T. PABLO

Ph.D. Student
NATIONALISTIC
SONG
Prayer
Let us bow our heads and feel
the presence of God. Most
loving Father, We thank you for
the gift of this new ay. Please
help us to use it for your honor
and glory. By your grace, may
all our thoughts, words, and
actions may be pleasing today
in your sight. Grant us the
wisdom as we go along with our
endeavor today. We ask these
through Christ our Lord, Amen.
Ice Breaker
 Introduction

Every education institution in the world has its own share of problems that need to be addressed. Some
issues besetting the school system, especially the public school include high dropout rate, quality
educational service, high repetition rate, and limited holding capacity of the schools. Over the past
decades, many initiatives and reform efforts have been implemented to arrest these problems. One key
response of the national government is the adoption and implementation of SBM – School-Based
Management anchored on the decentralization trend of the 70s. SBM, a framework of governance,
transfers the power and authority as well as the resources to the school level on the assumption that the
school heads including teachers, key leaders in the community, parents know the root and solution to the
problem. In the Philippines, SBM was officially implemented as a governance framework of DepEd with
the passage of RA 9155 in 2001 as legal cover. TEEP, SEDIP and BEAM – two pilot projects
implemented by DepEd – support the SBM as an effective mechanism to improve the quality of education
in the basic level. Thus, SBM is a viable structural reform intervention used to improve the quality of
education in the public school so as to produce functionally literate Filipinos. The big challenge ahead of
the DepEd is the implementation nationwide of SBM after the pilot testing.

-Arthur S. Abulencia Center for Linkages and Extension Philippine Normal University
Our government’s attempt to improve the educational system have been mostly about making more
classrooms available, providing more textbooks, and hiring more teachers. Studies show, however, that
these are not enough to better the services delivered by the schools. Barrera-Osorio et al. (2009) stressed
that one important reason why education systems are failing to provide children with a solid education is the
weak accountability relationships among policy makers, education providers, and the citizens and students
whom they serve. It is not surprising then that the transfer of some decision-making power to schools have
become a popular reform over the last decade. This transformation is known as the School-Based
Management (SBM).
Outline of the Report

 Overview of School Leadership  Perspectives in School-Based

and Management: Theories and Management Practice: Significance of
Principles Leader Characteristics and values
What is Leadership? What is Management?

 A process whereby an individual  The process of dealing with or

influences a group of individuals to controlling people or things.
achieve a common goal.
 Provides systems to the smooth day to
 Refers to the quality of the behavior of day running of school.
individuals guiding other people or their
activities in organized efforts
What is a Leadership Theory?

 A leadership theory describes how and why certain

individuals become leaders. The focus is on the
characteristics and behaviors that people can adopt to
enhance their leadership ability. According to leaders,
strong ethics and high moral standards are 
essential qualities of a good leader.
What can we say then?

Good leaders are not

necessarily good managers, and
good managers are not
necessarily good leaders;
Organizational success
requires a combination of
effective leadership and
management (Lunenburg, 2011)

To lead better, leaders should

be well versed with management
and vice versa because
sometimes leaders manage and
sometimes managers lead (Toor,
2011)
 • Strong
moral
principles
and ethics

Theories of leadership
• Excellent
explain how and why specific organizati
•Encourages
individuals become leaders. onal
affiliation and
connection They emphasize the character abilities
characteristics and actions
that people might adopt to
improve their 
leadership skills. Top
qualities cited by leaders as
essential to effective
leadership involve:

•Encourages • Competent
employee learner
development
What is a Leadership Theory?

A leadership theory describes how and why

certain individuals become leaders. The focus
is on the characteristics and behaviors that
people can adopt to enhance their leadership
ability. According to leaders, strong ethics and
high moral standards are 
essential qualities of a good leader.
 Essential Leadership Skills  of Excellent 
Leaders
•Keep the lines of
•Understand the way to offer communication open
support. Supportive leaders are •Being capable of taking
accessible to their staff, decisions
transparent about their choices, •Effective planning
team players, and adept •Collaborate.
communicators of plans and
tactics.

•Have empathy and demonstrate it

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 10 Major Leadership Theories You
Need to Know About
1. The Transactional Theory or Management Theory
8. Behavioral Theory 

2. Theory of Transformation 9. Functional Theory 

3. The Theory of Contingencies 10. Integrated Psychological Theory

4. The Theory of Situations

5. The Great Man Theory

6. The Trait Theory

7. Behaviorist Theory

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Why Are Leadership Theories Important?

 Theories of leadership describe how and why particular people develop to be leaders.
They lay emphasis on the actions and character characteristics that folks might adopt
for improving their leadership skills. Top qualities that leaders cite as essential to
effective leadership include: Strong moral principles and ethics
 It is not necessary to overemphasize the importance of leadership. Any organization's
success may be a result of its leadership. Due to its leadership, even the state has
achieved independence, expansion, prosperity, and power. Effective leadership is
another thing about the success and expansion of a business or industrial
organization.
What Are Leadership Styles? 

 The bureaucrat 
 The autocrat
 The diplomat 
 The expert 
 The quarterback 
Applying Leadership Theories at Workplace 

• Become a thought leader

• Consider the large picture
• Think proactively and with positivity
• Listen to others and pick up tips from them
• Connect with a goal in mind
• Look for a mentor
• Accept diversity.

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Four Factors of Leadership: There are four major factors in
leadership (U.S. Army, 1983):

1.3 Leader You must have an honest understanding of who you are, what you know, and
what you can do. Also, note that it is the followers, not the leader or someone else who
determines if the leader is successful. If they do not trust or lack confidence in their leader,
then they will be uninspired. To be successful you have to convince your followers, not
yourself or your superiors, that you are worthy of being followed

1.4 Followers Different people require different styles of leadership. For example, a new hire
requires more supervision than an experienced employee does. A person who lacks
motivation requires a different approach than one with a high degree of motivation. You
must know your people! The fundamental starting point is having a good understanding of
human nature, such as needs, emotions, and motivation. You must come to know your
employees' be, know, and do attributes.
 1.5 Communication You lead through two-way communication. Much of it is nonverbal. For
instance, when you “set the example,” that communicates to your people that you would not
ask them to perform anything that you would not be willing to do. What and how you
communicate either builds or harms the relationship between you and your employees.

1.6 Situation All situations are different. What you do in one situation will not always work in
another. You must use your judgment to decide the best course of action and the
leadership style needed for each situation. For example, you may need to confront an
employee for inappropriate behavior, but if the confrontation is too late or too early, too
harsh or too weak, then the results may prove ineffective. Also note that the situation
normally has a greater effect on a leader's action than his or her traits. This is because
while traits may have an impressive stability over a period of time, they have little
consistency across situations (Mischel, 1968)
BE, KNOW, DO
 BE a professional. Examples:
 Be loyal to the organization, perform selfless service, take personal responsibility. BE a
professional who possess good character traits. Examples: Honesty, competence, candor,
commitment, integrity, courage, straightforwardness, imagination.
 KNOW the four factors of leadership — follower, leader, communication, situation. KNOW
yourself. Examples: strengths and weakness of your character, knowledge, and skills.
 KNOW human nature. Examples: Human needs, emotions, and how people respond to
stress. KNOW your job. Examples: be proficient and be able to train others in their tasks.
KNOW your organization. Examples: where to go for help, its climate and culture, who the
unofficial leaders are.
 DO provide direction. Examples: goal setting, problem solving, decision making, planning.
DO implement. Examples: communicating, coordinating, supervising, evaluating. DO
motivate. Examples: develop morale and esprit de corps in the organization, train, coach,
counsel.
 Good leaders are made not born. If you have the desire and
willpower, you can become an effective leader. Good leaders
develop through a never ending process of self-study, education,
training, and experience (Jago, 1982). This guide will help you
through that process. To inspire your workers into higher levels of
teamwork, there are certain things you must be, know, and, do.
These do not come naturally, but are acquired through continual
work and study. Good leaders are continually working and
studying to improve their leadership skills; they are NOT resting
on their laurels.
PERSPECTIVES IN SCHOOL-BASED
MANAGEMENT PRACTICE: SIGNIFICANCE
OF LEADER CHARACTERISTICS AND
VALUES
 What is School
Based-Management
(SBM)?
 What is the significance of
the Leaders in SBM?

The leadership role of the school principal is widely regarded

as the primary factor contributing to a successful
relationship between school-based management and school
improvement and is therefore an essential dimension of
successful school-based management.
School-based management (SBM) is a strategy to improve
education by transferring significant decision-making authority
from the Central Office to individual schools. SBM provides
principals, teachers, students, and parents greater control over the
education process by giving them responsibility for decisions
about the budget, personnel, and the curriculum. Through the
involvement of teachers, parents, and other community
stakeholders in these key decisions, SBM can create more
effective learning environments for children.
(https://www2.ed.gov/pubs/OR/ConsumerGuides/baseman.html)

25
 What is
decentralization?
How is it defined
in education?
 Decentralization
 is an approach toward educational management which advocates the
downloading of authority, responsibility and accountability. The
decentralization of decision-making ensures the prioritization of
needs of schools based on their monitoring, assessment and
evaluation. This is a venue for internal and external stakeholders to
be heard and be involved in improving educational outcomes for they
are more aware of the individual schools’ educational condition than
central-policy makers.
 It is considered as the key element of global institutional
reorganization that empowers people from the local education area
to participate in the decision-making toward the improvement of
school’s academic performance.
 How is
decentralization
implemented in
the Philippines?
 In the Philippines, the Department of Education
has shifted from centralized to decentralized
system of growing public education since the
promulgation of R.A. 9155 in 2001– a strategy that
is projected to improve the Department’s operating
efficiency and upgrade education quality.
Decentralized management has been a practice of
some private institutions for quite some time.
Decentralization reforms have a positive influence on the efficiency and effectiveness of education
service delivery largely because it:

(a) enables the school to make use of information about local preferences, and

(b) increases the opportunities for the community to hold the service provider accountable, which, in
turn, can improve teaching and learning (World Bank in Di Gropello, 2006).

The first reason for effectiveness and efficiency of SBM is information argument which argues that
information or knowledge should be within the reach of the schools so that they could use it for their
benefit; while secondly, it speaks distinctly of accountability of the academic communities for their
decisions and actions.
 The Third Elementary Education Project (TEEP) is the government’s multi-faceted
response to the need to improve the quality of education in the public elementary
schools. It operates currently in the 22 poorest provinces in the country.

 The project contains the fundamental guidelines towards:

 1.) increasing the sufficiency, effectivity and impartiality of sub-sector funding,
 2.) confirm that the fundamental materials are delivered to project schools,
 3.) present systems with their steps to regionalize particular academic roles and
respective funds and
 4.) quantify the impact of project implementation on learning and its price.
The School-Based Management Portal has four different components:
A. Leadership and Governance
A network of leadership that provides the vision and direction to the education system making it relevant
and responsive to the contexts of diverse communities.

B. Curriculum and Instruction

The learning system collaboratively developed and continuously improved, anchored on the community
and learner’s contexts and aspirations.

C. Accountability and Continuous Improvement

A clear, transparent, inclusive and responsive accountability system is in place, collaboratively developed
by community stakeholders, which monitors expected and actual performance, continually addresses the
gaps, and ensures a venue for feedback and redress.

D. Management of Resources
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and
efficiency.
WHAT ARE THE ADVANTAGES 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; and,
• Improve morale of teachers and nurture new leadership at all
levels.
MANAGEMENT (SBM) AFFECT THE ROLES OF
THE SCHOOL BOARD AND THE
SUPERINTENDENT AND DISTRICT OFFICE?

 The school board continues to establish a clear and unifying

vision and to set broad policies for the district and the schools.
SBM does not change the legal governance system of schools,
and school boards do not give up authority by sharing
authority. The board’s role changes little in a conversion to
SBM.
 The superintendent and his or her district office staff facilitate
the decisions made at the school level, and provide technical
assistance when a school has difficulty translating the district’s
vision into high-quality programs. Developing student and
staff performance standards and evaluating the schools are
also the responsibility of the district staff.
 The district office will generally continue to recruit potential
employees, screen job applicants, and maintain information
on qualified applicants from which the schools fill their
vacancies. The district office may also specify curricular
goals, objectives, and expected outcomes while leaving it up
to the schools to determine the methods for producing the
desired results. Some districts leave the choice of
instructional materials to the schools, whereas others may
require schools to use common texts.
 WHAT IS NECESSARY WHEN
IMPLEMENTING SCHOOL-BASED
MANAGEMENT (SBM)?

 From the beginning, the school board and superintendent must be

supportive of school-based management. They must trust the principals
and councils to determine how to implement the district’s goals at the
individual schools.
 It is important to have a written agreement that specifies the roles and
responsibilities of the school board, superintendent and district office,
principal, and SBM council. The agreement should explicitly state the
standards against which each school will be held accountable. James
Guthrie (1986) states that each school should produce an annual
performance and planning report covering “how well the school is
meeting its goals, how it deploys its resources, and what plans it has for
the future.”
 In summary: • Financial support must be
• SBM must have the strong support of provided to make training and
school staff. time for regular staff meetings
• SBM is more successful if it is available.
implemented gradually. It may take 5
years or more to implement SBM. • Central office administrators
• School and district staff must be given
must transfer authority to
administrative training, but also must principals, and principals in
learn how to adjust to new roles and turn must share this authority
channels of communication. with teachers and parents.
 The SBM was designed to improve student outcomes through two main venues:
 by empowering the school community to identify education priorities and to
allocate the school maintenance and operating budgets to those priorities (such as
curriculum enrichment programs);
 and by enhancing transparency and accountability through the annual
implementation plans and school report cards.
 However, the SBM program articulated no explicit assumptions regarding the
timeframe within which improvements in student achievement were expected to take
place.
 SBM entails major changes of roles. District offices no longer tell schools what to
do, but instead, they help schools accomplish what they independently decide to
do. Principals’ and teachers’ roles also change under SBM, as decision making is
shared among various school constituents (Wohlstetter & Briggs, 1994)
 SBM aims to help school heads understand the basic tenets of School-Based
Management and consequently gain greater confidence as practicing, hands-on
school-based managers. It has the vision of:
 empowered schools;
 pro-active school heads;
 innovative teachers;
 engaged community stakeholders;
 improved student academic performance and psycho-social growth.
 In addition, in SBM, the school level will be given fiscal autonomy. The responsibility of
the school heads or principals is so great that the success of the school system depends to a large
extent on them. The welfare of the school, children and teachers lie on their hands.
 SBM advocates say that it ensures the following:
 : (1)
SBM provides better programs because resources will be
available to directly match the students’ needs;
 (2) SBM increases better communication and linkages among
stakeholders, school boards, division officials, principals,
teachers, parents, and students;
 (3) SBM ensures higher quality decisions for they are made by
groups instead of individual (Oden, 2005) isolated two additional
features of effective SBM programs:
 use of an "instructional guidance system" (a school mission
statement and goal-achievement strategy)
 and a facilitative style of principal leadership
 Why assess the School-Based
Management (SBM) practices?
 Why assess the School-Based Management (SBM) practices?
• Determine the level of SBM practices in school
• Provide basis on which to establish it plan of action
• Improve the SBM support systems through interventions that
the school and other admin levels of Deped
• Determine effectiveness of SBM practices in the delivery of
basic education services
Educational Leaders Play A Pivotal Role In Affecting The
Climate, Attitude And Reputation Of Their Schools. They Are
The Cornerstone On Which Learning Communities' Function
And Grow. With Successful School Leadership, Schools Become
Effective Incubators Of Learning, Places Where Students Are
Not Only Educated But Challenged, Nurtured And Encouraged.
The Makings of a Successful School Leader

2. They Empower
1. They Understand
Teachers and 3. They Utilize Data 4. They Have a
the Importance of
Cultivate Leadership and Resources Vision and a Plan
Building Community
Skills

5. They Create
6. They Are
Collaborative, 7. They Encourage 8. They Lead by
Passionate About
Inclusive Learning Risk-Taking Example
Their Work
Environments

9. They Persevere –
Staying with a 10. They Are
School for at Least Lifelong Learners
Five Years
EFFECTIVE LEADERSHIP IS
PUTTING FIRST THINGS FIRST.
EFFECTIVE MANAGEMENT IS
DISCIPLINE, CARRYING IT OUT.
—STEPHEN COVEY