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School Based Management (SBM): Meaning and Implications to Quezon National High School
CARLO M PACINOS, MAED
SST III English Department
Introduction
Management is lexically defined as noun; it is the act,
manner, or practice of managing; handling, supervision, or
control.
Giving meaning or defining very broad terms as school and
management unrest the networks of scholars including its
community scholars. Today more and more theoretical and
experimental studies are being made to further school’s
management.
The Philippine educational system itself may be considered a
complexity. It is just enough reason why the Department of
Education and school authorities have to relearn school
management every now and then. Thus, to significantly reflect and
to discuss some implications of School Based Management (SBM) to
Quezon National High school.
The Local Government Code of 1991 can be a dramatic
development if our local government executives (LGE) and its units
(LGU) demonstrate sincerity of purpose and improve in their
capacity the manner of managing schools.
Former Secretary of Education Dr. Isidro Carinostated that
good school management can be defined in four ways: 1. Good
management is doing things right, 2. Good management is
planning, leading, organizing, and controlling, 3. Good
management is multiplying oneself through others, planning of
projects, effectively allocating scarce resources as resources refer to
people, materials, equipment and time, and 4. Good management is
synonymous to deciding, operating, planning, controlling,
organizing, ruling [sic], leading, motivating and accomplishing
goals.

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Explicitly Dr. Carino(2001) explains that things must be done
right using a system, which is directed and followed to achieve
goals. Good management like School Based Management (SBM) that
we practice today does not need a by-chance (tsambahan) instead
a certain target for intended results. With a very close relationship
to a process, it is in SBM that one has to lay down careful plan. To
take the lead entails planning and so is organizing as what the
QNHS are doing.
School-based management (SBM) is the decentralization of
levels of authority to the school level. Responsibility and decision-
making over school operations is transferred to principals, teachers,
parents, sometimes students, and other school community members.
The school-level actors, however, have to conform to, or operate,
within a set of centrally determined policies.
In school, community scholars including those internal
(principal, administrative staff,faculty, personnel as well as janitors
, students, cooperative store managers and external (Alumni,
friends of QNHS, Parent Teacher Association, Local Government
Units, private citizens, community, barangay, and/or townfolks)
and external factors as people, materials, equipment, resources, etc.
would find difficulty to lead, manage without a clear perspective of
plan as what are reflected in Annual Improvement Plan (AIP) and
School improvement Plan (SIP). These plans should be viewed
comprehensively with the aid of collaborative minds by careful
planning for specific aims and target goals.
Students as stakeholders are not the only role of students, but
the student is used as a determining factor for some aspects of
education. The student determines the educational services offers
such as special education for those who are gifted and learning
challenged. The number and needs of students can be a
determining factor for allocating resources. As a result of their
participation students gain the skills and knowledge needed to be
productive and viable part of our society. Students as stakeholders
possess both intrinsic and extrinsic motivational factors. The
intrinsic motivation comes with understanding the value of an

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education. Extrinsic motivations are the accolades students receive
for successful completing their education.
Therefore, putting all up together human workforce, material
and immaterial resources are essential to effectively and efficiently
implement the objectives of SBM.
Agee (1994) describes aforementioned stakeholders as those
who analyze social, economic, environmental, and political trends
that may have impact on the entire school so that future problems
may be avoided or alleviated. Thus, in SBM shared governance
among school’s stakeholders is required to create and evaluate
developments in the four domains: leadership and governance,
curriculum and learning, accountabilities, and management of
resources.
Agee views school principal as top authority who is responsible
to forecast aspects of her educational institution. She takes into
consideration intellectual, emotional, physical, spiritual, social
and other influences that may have impact on her school. In a
broader view, she looks into the networks as extended partners for
the improvement of her school.
Cutlipet. al (1994) posited that SBM is both inclusive and
exclusive in a school system. Likewise he cited four-step problem
solving process in SBM: 1. Defining the problem (or opportunity), 2.
Planning and programming, 3.Taking action and communicating
(SBM’s Monitoring), and 4.evaluating (SBM’s evaluation). Hence,
AIP and SIP are simple as engineer’s blueprint, a captain or a pilot’
navigator for his ship or his plane.
IMPLICATIONS
One essential figure in a school management once poked
during our casual sharing of observations on the kind of manager
the person is, “It is so lonely at the top!” To maintain respect and
delight with my lunch I just kept calm and said, “I think it was not
the position that makes you happy or lonely”. I certainly believe it is
something on what you do or how you run the system.

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School Based Managementis a very complex process by nature
that can be easily given technical definitions nonetheless difficult to
offer easy disposition, imposition and decision. A lot of factors must
be considered in the formulation and implementation of Annual
Improvement Plan (AIP) and School Improvement Plan (SIP). In
Quezon National High School, all stakeholders both internal and
external should take part in carrying out the objectives of this
project/program. However, the principal as the manager of the
school has to have the will-power, guts and nerve to foresee the
seemingly invisible, indestructible forces that control and/or
influences the development of the school in general.
With all these factors, SBM is a dynamic as nature which needs
indispensable studiesby higher school authorities together with the
school linkages or partners for progress. The need to collaborate in
manning the school and its entire systemcalls due attention and
action. While internal contributing factors within the school have to
be empowered with their rights and privileges as well as those
external factors to concretize the aims of Department of Education
through SBM. More so, the utmost beneficiary of such endeavor is the
entirety of a school system and those other schools by its examples.
References
Agee, Warren K. et. Al. 1994.Introduction to mass Communications, 11th
ed. Philippines:
Goodwill Trading Co., Inc.
Cutlip, Scott M., Center, Allen H. & Broom, glen M. 1994.Effective Relations, 7th
ed. Singapore:
Prentice Hall International Editions.
http://www.amazon.com/Introduction-Mass-Communications-12th-Edition/dp/0673980820
http://voices.yahoo.com/the-roles-educational-stakeholders-influencing-10343743.html?cat=4
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:208333
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