a study on the implementation of revised school based management in puerto princesa district i

FINAL

THESIS

“THESIS DEFENSE”

February 20, 2015

EDNA P. ALARILLAMAED

CandidateAdviser

Member Member

A STUDY ON THETHE

IMPLEMENTATION

REVISEDREVISEDSCHOOL-BASED SCHOOL-BASED MANAGEMENTMANAGEMENT

The Department of Education has stepped up its efforts to decentralize education management a strategy that is expected to improve the department’s operating efficiency and upgrade education quality.

RSBM emphasizes the empowerment of key stakeholders in school communities to enable them to actively participate in the continues empowerment of schools towards the attainment of higher pupil/student learning outcomes.

In implementing Revised School-Based Management the Department is doing all it can to create an environment where all the people involve, commit to make change happen under a decentralized setup.

To achieve the Education for all (EFA), the Department of Education is pursuing policy reforms under Key Reform Thrust 1 of Basic Education Reform (BESRA), which is Revised School-Based Management (RSBM).

RESEARCH PARADIGM OF THE STUDY

Level of School-Based Management Practices along the

following Dimensions;

Leadership and Governance;Curriculum and learning;Management of resources; andAccountability for continuous improvement

School’s Readiness and Effectiveness in implementing

the dimensions of RSBM Practices along;

Leadership and Governance;Curriculum and learning;Management of resources; andAccountability for continuous improvement

Independent Variables Dependent Variables

Intervening Variables

Profile of the School Governing Council of Puerto Princesa District I along;

Composition;Number of years as member of School Governing Council Revised School-Based Management (RSBM) related seminar/training attended

WCS

PPPES

ECS

DRRMES

GOMES

MRSMES

It was conducted to six school heads and one hundred two selected elementary teachers and SGC members from Puerto Princesa District I in the City Division of Puerto Princesa.

Schools School Heads

Parent Representative

Teacher Representative

Pupil Representative

LGU Teachers Total

DRRMES 1 2 1 1 2 10 17

ECS 1 2 1 1 2 10 17

GOMS 1 2 1 1 2 10 17

MRMES 1 2 1 1 2 10 17

PPPES 1 2 1 1 2 10 17

WCS 1 2 1 1 2 10 17

DISTRICT 6 12 6 6 12 60 102

Table 1

Respondents of the Study

The descriptive correlational research design especially the survey method was used. Descriptive statistics such as frequency counts, percentages means and ranks were used to analyze the data for profile, level of Implementation of Revised School-Based Management and school improvements.

Pearson-r correlation was used to analyze the relationship of the variables used in this study.

To affirm the computed correlation among variables at 0.05 level of significance the t-test was employed.

Problem 1

What is the level of implementation of the School Heads in the Dimensions of Revised School-Based Management along:

a. leadership and governance b. curriculum and learning; c. management of resources; and d. accountability for continuous improvement

Table 2aLevel of Implementation of the School Heads in the Dimensions of Revised School-

Based Management along Leadership and Governance

INDICATORS School Heads RANKSWX D

1. Appointment of a School Head ……………………………………….

2. Awareness of the School Head’s basic roles and responsibilities in school improvements …………………………..3. Training of the School Head’s on basic competencies on instructional leadership (National Educators Academy of the Philippines NEAP) ………………………………………………………4. Initiative of the School Head in organizing stakeholders along their roles and responsibilities ………………………………..5. Initiative of the School Head in installation of the required RSBM mechanics/systems particularly the following; …………. a. Management Information System (MIS) b. School Improvement Plan/School Planning Team (SIP) c. INSET Mechanism d. Financial Management System e. School Staffing System f. Orientation on RSBM system and organizational set up of school teams

…3.8

…3.9

…4.0

…4.4

..3.94

FI

FI

FI

FI

FI

5

4

2

1

3

WX 4.01 FI

Findings:

This means that the school heads are fully aware of the

importance of the stakeholders in school leadership and

governance


1. Pupils’ awareness to their rights and responsibility as primary stakeholders

……………………

2. Teachers training on curriculum, content and pedagogy ……………………………………………………….

3. Parents’ assumption of responsibilities as partners in the learning process ……………………………

4. Adequate orientation for students, teachers and parents of revised school based management (SBM) …

5. Knowledge, understanding of students, teachers and parents’ respective roles and responsibilities and are in RSBM process ………………

4.2

4.4

3.8

3.9

4.0

FI

FI

FI

FI

FI

2

1

5

4

3

WX 4.06 FI

Table 2bLevel of Implementation of the School Heads in the Dimensions of Revised School-

Based Management along Curriculum and Learning

This means that in curriculum and learning, the school

heads are prioritizing the teachers training and recognizing

pupils’ welfare and along equipping themselves as school

heads in continued acquiring knowledge, understandings of

the internal stakeholders and of the roles and

responsibilities of the parents in assisting the school to be

an effective and efficient arena of learning.

Findings:


1. Organization and awareness of the external stakeholders of their right and responsibilities as educational stakeholders ……………………………………….2. Orientation and awareness of local government stakeholders into a functional LSB (school building and facilities extension) classes and sports development ……………………………………………...3. Orientation, organization and mobilization of community leaders, people’s organization, non- government organizations to support RSBM ……………….4. Organization and understanding of the external stakeholders’ role and responsibilities on RSBM for participation in RSBM process ………………………………..5. Exercise of organized external stakeholders’ rights and responsibilities as education stakeholders …………………………………………….............

3.4

3.5

3.3

3.6

3.7

Ml

Ml

Ml

Fl

Fl

4

3

5

2

1

WX 3.50 MI

Table 2cLevel of Implementation of the School Heads in the Dimensions of

Revised School-Based Management along Management of Resources

Findings:

The table imply that the school heads are

very supportive to the external education

stakeholders and implicitly value the role of

the organizations in the RSBM along

Management and Resources

Table 2dLevel of Implementation of the School Heads in the Dimensions of

Revised School-Based Management along Accountability for Continuous Improvement


1. Conduct of assessment of Revised SBM using assessment tools ………………………………………………..2. Organization of the School Governing Council is organized ………………………………………………………….3. Orientation and Training of SGC member on Revised SBM and School Governance …………………………..........4. Awareness of the SGC of their duties and responsibilities …………………………………………………..5. Systematic identification and setting of needs and priorities through situation analysis within the context of existing conditions circumstances and available resources of the school improvement plan and Annual Improvement Plan ………………………….6. Improvement of educational outcomes that include holistic development of children is emphasized in the SIP/AIP ………………………………………………………..

3.5

3.9

4.0

3.3

4.30

4.2

Ml

Fl

Fl

Ml

Fl

Fl

5

4

3

6

1

2

WX 3.87 Fl

This implies that the school heads

need to give extra effort in focusing of

their duties and responsibilities.

Findings:

What is the profile of the school governing council of all schools in district I along:

a. Composition;

b. Number of years as member of SGC; and

c. Revised SBM related seminars/training attended

Problem 2

0 0 0 0 0 0 0 0

85

100

5152535455565758595

105

FrequencyPercentage

Composition of School Governing Council of Puerto Princesa District I

Figure 3a

Profile of the School Governing Council Members along Number of Years as School Governing Council Member

1922.25

4047.06

1112.94 1517.65

85

100

3.19

0

20

40

60

80

100

1-2 years 3-4 years 5-6 years 6 more than Total

FrequencyPercentage

Average

Figure 3b

Revised School-Based Management Related Seminars/Trainings Attended

Figure 3c

The data above imply that the

respondents are experience enough but to made themselves accessed to more important and seminars about Revised School-Based Management

Findings:

What is the extent of readiness of all schools in Puerto Princesa District I in the implementation of their School-Based Management along the following dimensions:

a. leadership and governance;b. curriculum and learning;c. management of resources; andd. accountability for continuous

improvement

Problem 3

Table 4aLevel of Implementation of the School Heads in the Dimensions of Revised School-Based

Management along Accountability for Continuous Improvement


1. Awareness of the school heads of their basic roles and responsibilities in school improvement as evidence by: a. documents showing attendance in induction and or orientation on basic leadership and management role. b. school Annual Improvement Plan2. Attendance of the school head in: a. Annual School Budget Training b. Fiscal Management Training c. Information Communication Technological related training 3. Initiative of the school head in the organization of stakeholders as evidence by: a. documents showing roles and responsibilities of each internal/external stakeholder group b. list of officers of Internal stakeholder c. list of officials for external stakeholder group

3.55

3.88

3.47

VMR

VMR

MR

4

1

5


4. Initiative of the head in the installation of the required RSBM mechanisms/system as evidence by a. organized teams and list of membership per team on: a. 1. Management Information System a. 2. SIP – School Planning Team a. 3.INSET Mechanism a. 4. M&E Mechanism a. 5. Financial Management System a. 6. School Staffing System a. 7. Records of orientation on RSBM system and organizational set up of school teams 5. Performance of the school head of the fund management duties as evidence by: a. Records of resource generation from different sources like: MOOE. LSB.SEF Adopt-a-school. Donations. Income generating projects PTA Other please specify

3.60

3.79

VMR

VMR

3

2

WX 3.66 VMR

Table 4a continuation.

This means that the schools of

Puerto Princesa District I through its

school heads are very much ready to

fully implement the Revised School-

Based Management along leadership and

Governance as evidenced by meeting all

the indicators required.

Findings:


1. Awareness of the pupils/teachers, parents of their right and responsibilities as primary stakeholders as evidence by: a. report on the conduct of orientation regarding their roles, rights, responsibilities as stakeholders b. The school has copies of handbook, DEPED service Manual2. Training of teachers on curriculum, content and pedagogy as evidenced by: a. report on training needs 3. Application of teachers’ knowledge, process skill and instructional innovations acquired from participation and trainings as supported by a. lesson plan, b. documents c. records of the activities4. Assumption of parents’ responsibilities as partners in the learning process as evidenced by: a. records or journals of parents, participation in intervention such as reading program, feeding program, and others b. records of parents-volunteers as teacher aides, para- teachers tutors remedial teachers, ect.

3.25

3.10

3.52

3.20

MR

MR

VMR

MR

2

4

1

3

WX 3.27 MR

Table 4bExtent of Readiness of all Schools in Puerto Princesa District-I in the Implementation of

their Revised School-Based Management Along Curriculum and Learning

Findings:

This means that the schools through the leadership of the school heads effectively and patiently do complication of all the evidenced documents along curriculum and learning.

But this further shows that the schools of PPD I, are not giving much attention to the training needs of teachers on curriculum, contents, and pedagogy.

INDICATORS School Heads RANKS

WX D 1. Clear and common understanding of external stakeholder’ right, responsibilities and functions in school improvement as evidenced by: a. records of attendance to RSBM orientations by the following stakeholders 2. Organization of school community are to support/implement SBM as evidenced by: a. list of organization and their officers 3. Mobilization of external stakeholders to support RSBM and implementation of SIP as evidenced by: a. report/records of meeting/orientation of external stakeholder on SIP/AIP and its implementation b. work plans of external stakeholders aligned to the SIP/AIP c. report/records of meetings/orientation on other possible school community partnership 4. Awareness of Local Government stakeholders roles and responsibilities as evidence by: a. report/records of meeting/orientation/training/ briefing of local Government stakeholders on their duty recognized roles and responsibilities related to RSBM b. report on/records of participation off local government unit in the development of the SIP/AIP.

3.08

3.60

3.50

3.80

MR

VMR

MR

VMR

4

2

3

1

WX 3.27 MR

Table 4cExtent of readiness of all schools in Puerto Princesa District-I in the Implementation of their

Revised School-Based Management Along Management Resources

The table implies that the

collaboration and cooperation of all external stakeholders are both enjoyed by the schools of PPD-I

Findings:


1. Conducts assessment of SBM practices using assessment tool evidenced by: a. accomplished self-assessment guide on RSBM practice. b. analysis of RSBM assessment results. c. analysis of school data against National Standards. d. records on trend analysis of results on the assessment of SBM practices submitted to the Division for provision of technical assistance 2. Organization of School Governing Council as evidence by: a. list of officers with roles and responsibilities b. constitution and By Laws c. Code of Conduct d. Operating Procedure e. List of Committees with roles and responsibilities 3. Presence of knowledge-based and particularly SIP/AIP formulation as evidenced by: a. documents records showing School Training Team (SPT) leading to the development of the SIP/AIP a.1 School and community profile a.2 situational analysis that the data driven based in on the MIS a.3 school vision, mission, goals and objectives a.4 priority improvement plan a.5 work and financial plan4. Proper information, consultation of stakeholders engage in SIP/AIP formulation and implementation as evidence by: a. records of involvement of stakeholders reprehensive in SIP/AIP formulation.

3.45

3.60

3.50

3.95

MR

VMR

MR

VMR

6

4

5

1

Table 4dExtent of readiness of all schools in Puerto Princesa District-I in the Implementation of their

Revised School-Based Management Along Accountability for Continuous Improvement

5. Installation of performance-based incentives and rewards system for pupils and teachers in school and supported by the SGC. This evidence by: a. guidelines on incentives and rewards system for pupils and teachers b. result of pilot implementation on the guidelines on incentives and rewards system.

6. Improvement of school outcomes is emphasized by the school as evidenced by: a. SIP/AIP implementation attained the goals and objectives relevant to school performance indicators.

3.90

3.80

VMR

VMR

2

3

WX 3.57 VMR


Table 4d continuation.

This implies that information properly disseminated

through consultation, incentives and rewards system for

internal stakeholders will help improve the school

outcomes.

Findings:

What the perceived impact of RSBM

to

the pupils’ outcomes?

Problem 4


1. I think the RSBM is the type of reform that Puerto Princesa District I need for better quality and

improvements of pupils achievements …………………………

2. RSBM has created higher participation of other stakeholders …………………………………………………………

3. The RSBM policies, program and actions have significantly improved pupils achievements ………………..

4. The stakeholder’s participation has improved pupils’ motivation …………………………………………………………..

5. The changing school culture resulting from implementation of RSBM has improved student achievements ……………….

4.40

3.70

4.20

4.60

3.80

SA

SA

SA

SA

SA

2

5

3

1

4

WX 4.14 SA

Table 5Perceived Impact of Revised School-Based Management

To the Pupils’ outcomes

The data imply that the school head

perceived impact of Revised School-Based

Management to the pupils’ outcomes is

strongly agreed, first based on the active

involvement of all internal and external

stakeholders and the thinking that though the

reform offered by the RSBM help shape better

the quality of pupils’ achievement of PPD-I

Findings:

What problem and issues are perceived to affect the implementation of RSBM?

Problem 5

INDICATORS School Heads RANKS

WX D

1. Lack of school facilities ……………………………………………….

2. Lack of clarity of the roles between school council and the principal ………………………………………………………..

3. Lack of knowledge on RSBM …………………………...................

4. Lack of appropriate professional development for school leaders ………………………………………....................

5. Inadequate finances ……………………………………...................

6. Lack of trained teachers ………………………………………………

7. Lack of parental participation ………………………………………..

8. Difficulties of coordination ……………………………....................

9. Lack of adequate authority for decision-Making …………….…..

3.30

3.60

3.10

2.90

3.20

3.10

3.60

3.30

3.20

A

SA

A

A

A

A

SA

A

A

3.5

1.5

7.5

9

5.5

7.5

1.5

3.5

5.5

WX 3.26 A

Table 6Problems and Issues are perceived to affect the Implementation

Of Revised School-Based Management (RSBM)

The data imply that these perceived

problems and issues are perceived to affect

the implementation of RSBM is in existence. It

further suggests that the school heads as

leaders of the school should do the win-win

solutions to at least effectively implement the

RSBM.

Findings:

Problem 6

Is there a significant relationship

between

the effectiveness of implementation of the

four

dimensions of Revised School- Based

Management

and the readiness of Puerto Princesa

District I in

practicing the different dimension of the

Revised

School Based Management?

Table 7aCorrelation between the Levels of Implementation of the

Revised School-Based Management (RSBM) along Leadership and Governance and Extent of Leadership and Governance

PARAMETERS VALUES

r-value Computed t-value df Critical t-value (0.05) Decision

0.704 2.804 8 2.306 Ho: REJECT

This means that the level of

the levels of implementation of the

RSBM along leadership and

governance and extent of

readiness of the schools in

implementation of RSBM along

leadership and governance.

Findings:

Table 7bCorrelation between the Levels of Implementation of the Revised School-Based

Management (RSBM) along Leadership and Governance and Extent of Leadership and Governance

PARAMETERS VALUES


0.592

1.943

7

2.306

Ho: REJECT

This means that the level of

implementation of the RSBM along

curriculum and learning do not affect

or influence the extent of readiness

of the schools in implementing of

RSBM along curriculum and learning.

Findings:

Table 7cCorrelation between the Levels of Implementation of the Revised School-Based Management (RSBM) along Management of Resources and Extent of Readiness of the Schools in the Implementation of RSBM Along Management of Resources

PARAMETERS VALUESr-value Computed t-value df Critical t-value (0.05) Decision

0.788

3.386

7

2.306

Ho: REJECT

Findings:

This means that the level of implementation

of the RSBM along management of resources

affect or influence the extent of readiness of the

schools in the implementation of RSBM along

management resources

PARAMETERS VALUES


0.673 2.877 10 2.228 Ho: REJECT

Table 7dCorrelation between the Levels of Implementation of the Revised School-

Based Management (RSBM) along Accountability for Continuous Improvement and Extent of Readiness of the Schools in the Implementation of

RSBM along Accountability for Continuous Improvement

Findings:

This means that the levels of

implementation of the (RSBM) along

accountability for continuous improvement

rely or depend on the extent of readiness of

the schools in the implementation of RSBM

along accountability for continuous

improvement.

Problem 7

Is there a significant relationship between the

role of the principal in Revised School-Based

Management and the school extent readiness?

LEVEL OF IMPLEMENTATION OF RSBM

Perceived Problem and Issuesr-value Computed

t-valuedf Critical

t-value(0.05)Decision

Leadership and Governance

Curriculum and Learning

Management of Resources

Accountability for Continuous Improvement

0.679

0.716

0.589

0.547

3.204

3.553

2.525

2.356

12

12

12

13

2.179

2.179

2.179

2.160

Ho: Reject

Ho: Reject

Ho: Reject

Ho: Reject

Table 7Correlation between Level of Implementation of

Revised School-Based Management and the Perceived Problem and Issues

This means that the level of implementation of RSBM is

influenced by the perceived problems and issues. To make

the implementation of the RSBM, the school manages have

to be very vigilant in making education stakeholders,

especially the parents active in all their participation by

recognizing their important roles, appreciate their

involvement. Provide and do means to solve problems

through proper decision-making.

Findings:

CITY DIVISION OF PUERTO PRINCESA

Encourage the school heads and teachers to fully understand the implementation of Revised SBM, through studying the dimensions in every teachers’ meeting or conference.

Although, the RSBM is fully implemented by Puerto Princesa District I, monitoring and evaluation is indeed a need for its optimum success of the program

Enhance the competence of internal and external stakeholders in the implementation of RSBM in their respective school

SCHOOL HEADS

They should strengthen their leadership and managing skills, particularly in installation of the required RSBM mechanism system.

They should reorient parents and other SGC officers and members to their duties and responsibilities, as they also become more oriented to the nature of the Revised School-Based Management

The should always practice transparency by posting all the needed liquidations, financial reports and all related documents in the transparency board

They should practice open communication to give way to clear understanding of the vision and mission, goals and objectives set in the SIP/AIP.

They should always be visible in school to attend to the needs of the teachers and internal stakeholders for smooth school operation.

TEACHERS/SGC OFFICERS AND MEMBER

They should take every opportunity to strengthen their skills professionally and build positive relationship with their school heads or external stakeholders.

They should find time to attend related seminars and trainings for understanding the Revised School-Based Management.

Enhance their competence in internal stakeholders’ participation on the different activities being implemented by the school initiated by the school head.

PARENT AND EXTERNAL STAKEHOLDERS

They should fine time to be present in all school activities and attend actively in these.

They should constantly guide their children to attend to school, and provide all their needs.

They should respect the school heads and the teachers by showing their approval through the active participation to all good programs and projects .

PUPILS

Involve themselves in all activities, meeting in consonance with the RSBM implementation

They should do all means to support the schools through valuable assistance.

RESEARCHER

Findings of this study be showed to the respondents’ school discuss how these findings can be further improved. This may be done through the presentation of the findings in meeting.

Share to the School Governing Council, teachers and PTA the status of the school in the District I, the effectiveness and readiness in Revised School-Based Management implementation.

A parallel or similar study be conducted in the other districts in the Division of Puerto Princesa City to include other variables not explored in the study to validate, authenticate or counteract the findings of this study.

Comparative assessments of the Revised School-Based Management practices of the district I, II and III may be possibly undertaken.

FUTURE RESEARCHERS

Don Ramon Roces Memorial Elementary School

East Central School

Gregorio Oquendo Memorial School

Mauricio Reynoso SR Memorial Elementary School

Puerto Princesa Pilot Elementary School

West Central School