Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study evaluated the implementation of School-Based Management (SBM) practices in the Tagum City Division using an explanatory sequential mixed-methods design. Quantitative data were gathered from 1,330 respondents, including teachers, principals, parents, alumni, and community stakeholders. Qualitative insights were obtained from 35 principals through semi-structured interviews. Statistical treatments, including descriptive statistics, t-tests, ANOVA, and correlation analysis, were complemented by thematic analysis. Findings revealed that SBM practices were consistently rated as Fully Evident across six dimensions: Curriculum and Teaching, Learning Environment, Leadership, Governance and Accountability, Human Resource and Team Development, and Finance and Resource Management. No significant differences were found across demographic groups. However, strong correlations among the dimensions highlighted organizational processes, rather than demographic factors, as key explanatory drivers of SBM implementation outcomes. Leadership was strongly associated with Governance and Accountability, Human Resource and Team Development was linked to the Learning Environment, and Finance and Resource Management was connected to stakeholder engagement. The identified challenges included resource constraints, leadership turnover, and inclusivity gaps. Meanwhile, best practices emphasized collaborative planning, professional development, and school-community partnerships. The study produced three major outputs: a Balanced Scorecard for monitoring, a Refined Explanatory Conceptual Framework, and an Education-Based SBM Integrated Governance Model. These outputs provide practical tools and evidence-based strategies to sustain and strengthen SBM implementation in the division and beyond.

Keywords

school-based management, explanatory sequential mixed-methods design, balanced scorecard, conceptual framework, governance model, tagum city division