This study aimed to assess stakeholders' participation in school-initiated activities and the practice of school-based management (SBM) in public elementary schools in the District of Sibalom South, Schools Division of Antique. The participants included 29 school heads, SBM teacher coordinators, PTA presidents, and SPG presidents. Descriptive-correlational methodology was used, and t-test and ANOVA were employed. Stakeholders' participation was measured using a researcher-designed survey-checklist, while data on SBM practice were obtained from the SBM ratings of participating schools. The findings indicated that stakeholders' participation did not significantly influence the practice of SBM in public elementary schools. Higher stakeholder participation did not necessarily correlate with a higher level of SBM practice. Collaborative efforts and a positive school-stakeholder relationship were found to significantly impact all aspects of SBM, including leadership, governance, curriculum, accountability, and resource management. To enhance stakeholder engagement, schools should actively involve parents, teachers, and students in decision-making through regular meetings, workshops, and open forums. Comprehensive SBM training programs should be provided to school heads, teacher coordinators, PTA presidents, and SPG presidents, focusing on leadership, governance, curriculum development, accountability, and resource management. Schools should also foster open communication, trust, and respect to establish a positive school-stakeholder relationship. Regular monitoring and evaluation of SBM practices and stakeholder participation should be conducted using feedback and data-driven decision-making.
School-based Management, stakeholders, participation, school-initiated activities
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Lam-an, M.V. (2023). Level of Stakeholders’ Participation and Implementation of School-Based Management Among Public Elementary Schools. Industry and Academic Research Review, 4 (1), 95-101.
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