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

FINAL
THESIS
“THESIS
DEFENSE”
February 20, 2015

EDNA P. ALARILLA
MAED Candidate
Adviser
Member Member

A STUDY ON
THETHE
IMPLEMENTATION
REVISEDREVISED
SCHOOL-BASEDSCHOOL-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; and
Accountability for continuous
improvement
Level of School-Based
Management Practices along the
following Dimensions;
improvement
School’s Readiness and
Effectiveness in implementing
the dimensions of RSBM
Practices along;
improvement
School’s Readiness and
Effectiveness in implementing
the dimensions of RSBM
Practices along;
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
Profile of the School Governing Council of
Puerto Princesa District I along;
Composition;
Number of years as member of School
Governing Council
(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.
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 StudyRespondents 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
What is the level of implementation
of the School Heads in the
Dimensions of Revised School-Based
Management along:
a. leadership and governance
improvement

Table 2a
Level of Implementation of the School Heads in the Dimensions of Revised School-
Based Management along Leadership and Governance
Table 2a
Based Management along Leadership and Governance
INDICATORS School Heads RANKS
WX 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:Findings:
This means that the school heads are fully aware of the
importance of the stakeholders in school leadership and
governance
This means that the school heads are fully aware of the
importance of the stakeholders in school leadership and
governance

WX D
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 2b
Based Management along Curriculum and Learning
Table 2b
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.
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:Findings:

WX D
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 2c
Level of Implementation of the School Heads in the Dimensions of
Revised School-Based Management along Management of Resources
Table 2c
Revised School-Based Management along Management of Resources

Findings: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 2d
Revised School-Based Management along Accountability
for Continuous Improvement
Table 2d
Revised School-Based Management along Accountability
for Continuous Improvement
WX D
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.
This implies that the school heads
need to give extra effort in focusing of
their duties and responsibilities.
Findings: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
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
5
15
25
35
45
55
65
75
85
95
105
President
Vice President
Secretary
Treasurer
Member
Frequency
Percentage
Composition of School Governing Council of
Puerto Princesa District I
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
Profile of the School Governing Council Members
along Number of Years as School Governing Council Member
1922.25
40
47.06
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
Frequency
Percentage
Average
Figure 3b

Revised School-Based Management Related
Seminars/Trainings Attended
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
The data above imply that the
respondents are experience enough
but to made themselves accessed to
more important and seminars about
Findings: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;
improvement
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;
improvement
Problem
3

Table 4a
Level of Implementation of the School Heads in the Dimensions of Revised School-Based
Management along Accountability for Continuous Improvement
Table 4a
Level of Implementation of the School Heads in the Dimensions of Revised School-Based
Management along Accountability for Continuous Improvement
WX D
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 Plan
2. 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

WX D
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.
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:Findings:

WX D
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 Manual
2. 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 activities
4. 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 4b
Extent of Readiness of all Schools in Puerto Princesa District-I in the Implementation of
their Revised School-Based Management Along Curriculum and Learning

Findings: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.
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.

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 4c
Extent of readiness of all schools in Puerto Princesa District-I in the Implementation of their
Revised School-Based Management Along Management Resources
Table 4c
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
The table implies that the
collaboration and cooperation of all
external stakeholders are both
enjoyed by the schools of PPD-I
Findings:Findings:

WX D
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 plan
4. 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 4d
Revised School-Based Management Along Accountability for Continuous Improvement
Table 4d
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
WX D
Table 4d continuation.

This implies that information properly disseminated
through consultation, incentives and rewards system for
internal stakeholders will help improve the school
outcomes.
This implies that information properly disseminated
through consultation, incentives and rewards system for
internal stakeholders will help improve the school
outcomes.
Findings:Findings:

What the perceived impact of RSBM
to
the pupils’ outcomes?
What the perceived impact of RSBM
to
the pupils’ outcomes?
Problem
4

WX D
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 5
Perceived Impact of Revised School-Based Management
To the Pupils’ outcomes
Table 5
Perceived 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
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:Findings:

What problem and issues are perceived to
affect the implementation of RSBM?
What problem and issues are perceived to
affect the implementation of RSBM?
Problem
5
Problem
5

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 6
Problems and Issues are perceived to affect the Implementation
Of Revised School-Based Management (RSBM)
Table 6
Problems 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.
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: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 7a
Correlation between the Levels of Implementation of the
Revised School-Based Management (RSBM) along Leadership and
Governance and Extent of Leadership and Governance
Table 7a
Correlation 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.
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:Findings:

Table 7b
Correlation between the Levels of Implementation of the Revised School-Based
Management (RSBM) along Leadership and Governance and
Extent of Leadership and Governance
Table 7b
Management (RSBM) along Leadership and Governance and
Extent of Leadership and Governance
PARAMETERS VALUES
r-value
Computed t-value
df
Decision
0.592
1.943
7
2.306
Ho: REJECT

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.
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:Findings:

Table 7c
Management (RSBM) along Management of Resources and Extent of Readiness
of the Schools in the Implementation of RSBM Along Management of Resources
Table 7c
Management (RSBM) along Management of Resources and Extent of Readiness
of the Schools in the Implementation of RSBM Along Management of Resources
PARAMETERS VALUES
r-value
Computed t-value
df
Decision
0.788
3.386
7
2.306
Ho: REJECT

Findings: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
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
r-value
Computed t-value
df
Decision
0.673
2.877
10
2.228
Ho: REJECT
Table 7d
Correlation 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
Table 7d
Correlation 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: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.
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 Issues
r-value Computed
t-value
df 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 7
Correlation between Level of Implementation of
Revised School-Based Management and the Perceived Problem
and Issues
Table 7
Correlation 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.
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: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.
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
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
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 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
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
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 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.
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 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.
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.
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.
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.
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.
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.
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.
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

Gregorio Oquendo Memorial School

Mauricio Reynoso SR Memorial
Elementary School

Puerto Princesa Pilot
Elementary School

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

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

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