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Success Factors for School-Based Management

The document outlines the conditions necessary for the success of School-Based Management (SBM), emphasizing the importance of stakeholder involvement, resource allocation, and a supportive environment for innovation. It highlights the roles of teachers, school heads, and parents in the SBM process and identifies key practices that align with its principles. Additionally, it discusses the need for basic resources and effective support systems to enhance school performance and ownership among the community.

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0% found this document useful (0 votes)
13 views11 pages

Success Factors for School-Based Management

The document outlines the conditions necessary for the success of School-Based Management (SBM), emphasizing the importance of stakeholder involvement, resource allocation, and a supportive environment for innovation. It highlights the roles of teachers, school heads, and parents in the SBM process and identifies key practices that align with its principles. Additionally, it discusses the need for basic resources and effective support systems to enhance school performance and ownership among the community.

Uploaded by

rayvera091505
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd

Conditions for the

Success of SBM
Reported by:
Rica Gem E. Zulueta
Learning Objectives

At the end of this Chapter, you should be


able to:
• Explain the demands Conditions for the
success of SBM;
• State practices aligned to SBM; and
• Explain the roles, functions and
competencies of school heads in SBM.
• Teachers, 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.
• 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 the larger community.

• Teachers must develop reflection, problem


solving.
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; and
• emphasize the motivational element in the management
work of the principal
Instructions:Put a check (v) before the statement/s that
apply/ies to SBM and an (X) before those that don't.

1. In SBM, only the school head matters.


2. In SBM, the Schools Division Superintendent is the
leader.
3. Parents who have no children in the school cannot be
consulted in SBM.
4. School empowerment is the essence of SBM.
5. Students cannot be consulted by the school head
because they are not yet adults.
6. One advantage of SBM is the development of a
sense of school ownership among members of
the academic and larger community.
7. SBM is aligned to the principle of subsidiarity.
8. SBM succeeds even if school head is closed to
ideas and suggestions. Anyway, he/she is the
head on whom the solution of the problem
depends.
9. One weakness of SBM is delayed action
because there must be consultation of
stakeholders.
10. SBM has no weakness, only strengths.
11. SBM is in keeping with the
decentralization move as encouraged by the
Philippine Constitution. 12. SBM is school
empowerment.
13. An authoritarian atmosphere
encourages empowerment.
14. In SBM, experimentation is
welcome.
15. In SBM, schools just wait for
approved budget that includes
specific items to spend on.
Thank You

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