This study explores the implementation of Results-Based Management (RbM) to enhance school monitoring and evaluation in the Division of Tanauan, employing a mixed-methods approach across 43 elementary and 16 secondary schools. The research evaluates the alignment of School-Based Management (SBM) practices with RbM principles in leadership, governance, curriculum, accountability, and resource management, which received "Very Satisfactory" ratings. The quantitative aspect involved surveys to assess SBM implementation levels and their correlation with outcomes such as student performance and stakeholder engagement. The qualitative component utilized interviews, focus group discussions, and document analysis to uncover challenges and successes in integrating RbM into SBM practices. Findings reveal a strong alignment with RbM principles, particularly in planning, monitoring, and evaluation, with leadership, governance, and curriculum exerting significant influence. Challenges such as resource constraints, inadequate assessment tools, and poor communication hinder full implementation. Despite these, the Division demonstrated strong capabilities in RbM application, evidenced by "Applied to a Great Extent" ratings in vision setting, result mapping, and evaluation usage. Recommendations include fostering inclusive decision-making, refining monitoring criteria, conducting regular school visits, and providing constructive feedback to school heads to drive continuous improvement. Limitations include reliance on self-reported data, which may introduce bias, and the study’s focus on one division, limiting generalizability. The research highlights the potential for improved educational quality and accountability through strategic planning, resource optimization, and stakeholder collaboration.
