This document is an abstract for a master's thesis that examines the status of school-based management practices of school heads in secondary schools in Trece Martires City, Cavite, Philippines. The study aims to determine the current status of practices related to vision/goals, school programs, staff development, resource management, community involvement, donations/grants, school environment, and curriculum implementation. It will identify factors that influence implementation of school-based management and achievement of school heads' goals. The results could inform better standard operating procedures. The conceptual framework indicates that administrative duties and instructional leadership roles influence efficient school-based management and faculty performance.

1. PHILIPPINE NORMAL UNIVERSITY
Taft Avenue, Manila
“Status of School-Based Management Practices of School Heads
In Secondary Schools in a Historical City”
In Partial Fulfillment of the Requirements in the
Master of Education in Educational management
Prepared by:
Jennylee A. Garcia
M.A. in Educational Management
Submitted to:
Dr. Erlinda V. Navarro
ED503 – Research Method and Scientific Writing

2. A B S T R A C T
NAME: JENNYLEE A. GARCIA
TITLE: Status of School – Based Management Practices of School Heads in Secondary
Schools in a Historical City.
Key Concept: School – Based Management
Education
Management Practice
Empowerment
Decentralization
OBJECTIVES:
This study aims to determine the status of school – based management practices
of School Heads in Secondary Schools in a Historical City.
Specifically, this research will seek answers to the following questions:
1. What are the status of School – Based Management practice at Aguado National
High School and TreceMartires City National High School?
2. What are the factors that influence the implementation of SBM and the factors
the influence the achievement of school heads’ goal of efficient school – based
management practices in their respective schools?
3. What are the appropriate courses of actions that can be derived from the study
and be implemented to have better standard operation procedures in their
respective schools?

3. CHAPTER I
The Problem and Its Background
INTRODUCTION
The achievement of organization’s goals and objectives are based upon
different variables that a leader incorporates into his actions. These factors are
classified as internal and external factors. Internal factors refer to those inherent
traits that comprise his/her personality. On the other hand, external factors refer to
those things which are widely observed and adopted from his environment. Such
factors as communication skills, visualization skills, teaching skills/experiences and
managerial expertise are considered as internal variables while such factors as
influence form others, training experiences and peer pressure are considered as
external factors.
In educational organizations, it is important to establish clear goals and
realistic objectives. (Lolos – Depusig, 2003) stresses “Education is like an open field
in which all the factors can show up; it could mold a nation; could make into habit
values needed by citizenry; could move indifference among fellowmen; and could
pull heartaches to happiness and camaraderie for a lasting friendship.” This
comment suggests education can bring about good effects and influences and
therefore should be paid with attention at all times.
The school – based management (SBM) thrusts are based on Republic Act.
7160 also known as An Act Providing for Local Government Code of 1991 and
Republic Act. 9155 also known as “Governance of Basic Education Act of 2001”
whose primary purpose is to implement the decentralization of decision – making
process from the central or state to individual schools to promote effective schools
through empowering the managerial expertise of school heads. “A key to a

4. successful school or educational institution is the presence of an official school head
that can sharpen the school towards continuous improvement.” (DepEd, 2007)
Section 2 of R.A. 9155 states that it is hereby declared the policy of the State
to protect and promote the right of all citizens to quality basic education and to
make such education accessible to all by providing all Filipino children a free and
compulsory education in the elementary level and free education in the high school
level. Such education shall also include alternative learning systems for out-of-
school youth and adult learners. It shall be the goal of basic education to provide
them with the skills, knowledge and values they need to become caring, seIf-reliant,
productive and patriotic citizens.
The school shall be the heart of the formal education system. It is where
children learn. Schools shall have a single aim of providing the best possible basic
education for all learners. Governance of basic education shall begin at the national
level it is at the regions, divisions, schools and learning centers herein referred to as
the field offices - where the policy and principle for the governance of basic
education shall be translated into programs, projects and services developed,
adapted and offered to fit local needs.
The State shall encourage local initiatives for improving the quality of basic
education. The State shall ensure that the values, needs and aspirations of a school
community are reflected in the program of education for the children, out-of-school
youth and adult learners. Schools and learning centers shall be empowered to make
decisions on what is best for the learners they serve.
The policy highlights the role of the government in establishing educational
organizations as training grounds of its citizens particularly for out-of-school youth
and adult learners. It also highlights the policy making bodies and hierarchy of

5. authority of public schools form the national down to lower management and how
they decentralized the management
As a school head who directs the planning, implementation and evaluation of
various projects/activities, he/she is also privileged to manage its funds and other
financial resources by means of establishing the Parent-Teachers and Community
Association (PTCA), an organization specifically intended for the school’s over-all
projects and other renovation projects. (Abrugar, 2001) noted that teachers and
parents should cooperatively work together in developing pupil excellence. The
community should provide an atmosphere that is conducive to learning – a
community that is free from negative factors for learning like gambling, drinking and
other vices. The teachers, parents and the barangay officials should actively
participate in the development of pupil excellence for the improvement of its
inhabitants or the community as a whole.
Also noted in SBM are the decentralization functions and responsibilities of
school heads namely: the administrative management and the instructional
leadership. The administrative management refers to setting up of school vision,
mission and goals; developing and implementing school improvement, planning and
mobilizing community participation for improvement of educational outcome. On the
contrary, instructional leadership refers to creating school environment conducive to
learning and being accountable for learning outcomes.
Hence, the aim of the present study is to determine the status of school-
based management practices of school heads in Trece Martires City, Cavite.
Statement of the Problem
The problem of the study deals with determining, evaluating and interpreting
the status of school – based management practices of school heads of secondary
schools in a historical city.

6. Specifically, it will answer the following problems:
1. What is the status of school-based management practices in public schools at
TrceMartires City, Cavite as perceived by pupils, teachers and parents as to
1.1 Vision, Mission, Goals and Objectives
1.2 School Program Development and Improvement Plan
1.3 Teaching and Non-Teaching staff Development
1.4 Personnel, Physical and Fiscal Resources Management
1.5 School-Community Networks Set-Up & Parents-Teachers , Non-
Academic Personnel Participation
1.6 Donations, Gifts and other Grants
1.7 School Environment
1.8 School Curriculum: Implementation, Monitoring and Assessment
Locale of the Study
The study shall be conducted in selected public secondary schools located in
the City of TreceMartires, Cavite.

7. Conceptual Framework
Figure1. Research Paradigm
To achieve an efficient school – based management practice and to empower
faculty members’ performance, the following insights are taken into considerations
as influencing factors namely: vision, mission, goals and objectives, school program
development and school improvement plan, personnel, physical, and fiscal
management resources management, teaching and non-teaching staff development,
school-community network set-up and parents – teachers and non-academic
personnel participation, donations, gifts and other grants, school environment and
school curriculum: implementation, monitoring and assessment.
School-
Based
Managemnet
Practices
Vision, Mission, Goals
and Objectives
School Program
Development and
School Improvement
Plan
Personnel, Physical &
Fiscal Resources
Management
Teaching and Non-
Teaching Staff
Development
School-Community
Network Set-Ups &
Parents-Teachers,
Mom-Academic
Personnel
Participation
Donations, Gifts and
other Grants
School Environment
School Curriculum:
Implementation,
Monitoring and
Assessment

8. Thus, figure 1 presents the conceptual framework of the study. The
influencing variables are composed of both administrative duties and instructional
leadership roles. The researcher assumes that the respondents will give truthful and
unbiased information to ensure research transparency.
Significance of the Study
The proposed study will bring forth benefits to different groups of people
particularly to the following:
School Administrators/School Heads
Through the results of this study, the school administrators/heads will be
given a better and more efficient secondary-school management strategy based on
research-based information which can surely be applied to meet their goals in
producing outstanding graduates.
Faculty Members
The faculty members will be provided with a more powerful teaching method
which will surely be enhance their proficiency in handling class discussions.
Students
The students will serve as the main beneficiaries of this study as it will
enhance their school administrators’/heads’ and teachers’ managerial and teaching
potentials.

9. Future Researchers
This study will bring forth benefits to future researchers as it will serve as
their secondary data for their studies relative to this research.
Scope and Limitations
The proposed study will focus on determining the status of school – based
management practices in selected public schools and their courses of action on how
to meet their desired goals and objectives. Likewise, the proponent intends to make
an evaluation whether their goals are met or not. However, the study will not focus
on other issues, macro-environment factors and other general topics which are not
really related to this study.
Definition of Terms
The following terms are conceptually and functionally defined for better
understanding of the study.
Accountability – refers to an obligation that a person or an organization holds.
Decentralization – refers to the transfer of authority from a central board to other
local heads of an organization.
External Stakeholders – refer to community members, local government units
and other non-government organizations.
Goals – generally unspecified dream of a person or of an organization
Inherent Traits – characteristics which are natural and arose from one’s
personality.
Internal Stakeholders – refer to the school heads, faculty members, students’
parents, and their association working together for the improvement of school
performance.

10. Management Practice – method or technique found to be effective and practical
means in achieving an objective while making the optimum use of firm’s resources.
Objectives – refer sub-goals with measurable outcomes which are expected to get
a person or an organization into their respective goals.
Organization – a social unit of people working together to achieve common goals.
PTCA – a school organization composed of parents, faculty members, and other
community members and officials.

11. CHAPTER II
REVIEW OF RELATED LITERATURE
The scope of management derives a wide scope of related literature that is
worth mentioning and worth reviewing. In this regard, this literature review
concerning the management styles to in different secondary schools to figure out
the factors that affect school-based management practice.
History and Application of Management
Management, as a practical, everyday activity, originated as far back as man
in his hunter-gatherer phase, organizing effective ways of achieving collective goals
in a highly co-ordinate manner. The linguistic origins of the word “management” lie
in the Latin word for “hand”. In the sixteenth century, management had come to
mean the act of controlling (“bringing to hand”) a horse or a wild animal. Ever since,
the word has had strong connotations of control. Management, as a theoretical
discipline, dates back only to the end of the nineteenth century, when the first large
industrial companies were founded, and the pressing problems of coordinating and
controlling large numbers of people in the pursuit of a common set of goals first
became apparent.
At about the same time, the first business schools were established in the
United States to develop a normative theory of organizational administration. A
theory of management was felt to be necessary if the workplace were to be efficient
and effective. Good theories, by linking causes to effects to yield a predictive model,
can dramatically enhance the efficacy of practice. Management will be worthy of
being called a profession only if it is based on a reliable and well-validated theory;

12. and a field of study will be deemed theoretical only it yields law-like generalizations
that relate particular forms of practice to calibrated levels of performance. The ideal
model is either engineering or medicine. Management theorists have attempted to
create a set of organizational principles that would stand to management practice
much as physics relates to engineering or biology to medicine.
Over the last century or so, many theoretical approaches have been adopted
to make sense of organizational behavior, particularly the manner in which they are
effectively administered.
http://www.lhstech.com/chair/ETPP/History%20of%20Management%20Theory.pdf
On School-Based Management
According to Myres and Stonehill (2007) School – Based Management is a
strategy to improve education by transferring significant decision-making authority
from state district offices to individual schools. SBM, provides principals, teachers,
students and parents greater control over thy education process by giving them
responsibility for decisions about budgets, personnel, and the curriculum. Through
the involvement teachers, parents, and other community members in these key
decisions, SBM can create more effective learning environments for children.
The American Association of School Administrators (AASA) National
Association of Elementary School Principals (NAESP) and National Association of
Secondary School Principals (NASSP), state that school-based management can: (a)
allow competent individuals in the schools to make decisions that will improve
learning; (b) give the entire school community a voice in key decisions; (c) focus
accountability for decisions; (d) lead to greater creativity in the design of programs;
(e) redirect resources to support the goals developed in school; (f) lead to realistic
budgeting as parents and teachers become more aware of the schools’ financial

13. status, spending limitations, and the cost of its programs; and (g) improve morale of
teachers and nurture new leadership at all levels.
The superintendent and his or her district office staff facilitate the decisions
made at the school level and provide technical assistance when a school has
difficulty translating the district’s vision into high quality programs. Developing
student and staff performance standards and evaluating the schools are also the
responsibility of the district staff.
Wohlstetter (2004) stressed that the school-based management has been
viewed largely as a political reform that transfer power (authority) over budget,
personnel and curriculum to individual schools. Little attention has been given to
empowering schools sites with control over information, professional, development
(knowledge) or compensation system (rewards). Furthermore, when SBM programs
are analyzed, the general conclusion is that the extent of decision-making
responsibility transferred to site teachers and administrators are limited.
Accordig to Coomb (2004), one important task of SBM is planning. He
elucidates that educational planning deals with the future, drawing enlightment form
the past. It is the springboard for future decisions and actions, but is more than a
blueprint. Planning is a continuous process, concerned not only with where to go
but with how to get there and by what best route. Its work does not cease when a
plan gets on paper and has won approval. Planning, to be effective must be
concerned with the imp[lamentation, with progress made or not made, with
unforeseen obstacles that arise and with how to overcome them. Plans are not
made to be carved in stone but to be changed and adapted as the occasion
warrants. As plans for one period move into action, planning for the next must be
under way, nourished by feedback from the first. For planning per se is not the

14. maker of policies and decisions, it is but the handmaiden to those who carry such
responsibility, at high and low levels alike. Planning is, or should be, an integral part
of the whole process of educational management defined in the broadest sense. It
can help the decision-makers at all levels from classroom teachers to national
ministers and parliaments-to make better-informed decisions. It can do this by
helping them see more clearly the specific objectives in question, the various
options that are available for pursuing these objectives, and the likely implications of
each. Planning can help to attain larger and better aggregate results within the
limits of available resources.
Hughes, Duskby and Staniszewski (2008) believe that educational planning is
vital if organizational excellence is to achieve in schools. It focuses the attention of
the administration, board of education, teachers, students and community
members, and helps determine where the school should be going and how to get
there. It helps identify are over the short-term. Without planning, the operational
and functional performance of the school district or division will be less than optimal
and the objectives and goals of the district will be difficult, at best to achieve.
Educational planning is an organized thought process participated in by
administration, board of education, teachers, students and community members.
The ultimate result is the determination of long-term goals and objectives, and the
short-term implementation of specific goals using focused techniques, tactics and
strategies which will permit the school district to meet long-term goals and
objectives.
The operation manual on school-based management (2006) avers that
school-based management (SBM) is understood as the decentralization of decision-
making authority from central, regional and division levels down to individual
schools sites, with the intent of uniting school heads, teachers, students, as well as
the parents, the local government units (LGUs) and the community at large in
promoting effective schools. In other words, decentralizationgives school heads and

15. other movers of the school decision-making power, where previously, such power
rested only on central, regional, and division level officials. SBM is carried out under
the principles of subsidiary and collegiality. The former espouses the idea that
problems must be solved and decisions made at the lowest organization level. Since
the school head, teachers, students, parents, local government units and community
members are the ones most familiar with the life, activities and problem of their
school, they are in the best position to solve their own problems. The latter, on the
other hand, demands that stakeholders work as a team, in the improvement of
school. The school head exercises collegiality at his/her school by encouraging the
participation of teachers, parents, local leaders and students in making decisions
about what is best for the school, in which all of them have a common stake.
Lapus and Suan (2008) explained the five critical thrusts of Basic Education
Sector Reform Agendas (BESRA): (a) school-based management which concept
includes drawing in community participation to ensure relevance and sustainability
of innovations that will be implemented in the schools also known as the
strengthened school-based management which refers to the reform principle that
the best people to improve the quality of schools are the people most directly
affected by the school’s operations – namely the school heads, the teachers, the
students, parents and others in the community. This activity might basically include
implementation of school’s annual improvement plan, maintenance and other
operating expenses (MOOE), (b) competency-based teacher standards which cover
ways and means by which teachers can enhance their contributions to improve
learning outcomes. This includes the whole range of teacher preparation from
licensure through retirement including salaries and benefits also known as improved
teaching effectiveness and teachers’ development which refers to the important
roles of the teachers as the driving force in improving student learning and
educational quality at the school level. This might refer to those teachers who are

16. either in service, on training, or those who undergo seminars and other forms of
workshops. Also noted as a driving factor in teachers’ effectiveness in the National
Competency Based Teachers Standards or NCBTS application and implementation,
(c) quality assurance and accountability framework involving the need for national
learning strategies and systems and procedures that assure conformity to standards
by all stakeholders of basic education also known as enhanced quality assurance
through standards and assessment which focuses on ensuring wide social support
for learning in schools. This might include private sectors, government officials and
non-government organizations, (d) early childhood education, alternative learning,
and private education whose policies the DepEd has revisited to maximize their
contributions to improvements in learning outcomes also known as improved access
and learning outcomes through alternative learning. This might include full
implementation of RBEC instruction, learning resources curricular and extra-
curricular activities and (e) the BESRA concept and principles that argues that for
policy changes to be sustained and deepened, the entire DepEd organization, its
culture, ways and procedures along financial, material, technological and human
aspects also known as institutionalized culture change in DepEd which focuses on
institutional culture to have a change from prescribing actions through orders and
memos to facilitating school initiatives and assuring quality.
Lontayo (2007) emphasized that the success of SBM depends on allocated
funds. The public education system needs all the resources to address prevailing
gaps in education-related resources such as quality books, fully equipped
classrooms and competent teachers. Private schools on the other hand, provide
these needs according to the budget allocation and financial capacity of every
school.
Fiscal autonomy over school funds dictates that along with the authority to
make decisions over financial resources is the responsibility and accountability for
the legal and optimal utilization of such funds to achieve planned outputs and

17. outcomes. It is therefore very important to equip the school head with at least the
minimum knowledge about the concepts, methods nad procedures of a simplified
management system.
On Decentralization
Decentralized education according to Litvack (2007), provision promises to be
more efficient better reflect local priorities, encourage participation, and eventually,
improve coverage and quality. In particular, governments with severe fiscal
constraints are enticed by the potential of decentralization to increase efficiency.
Beneficiary cost recovery schemes such as community financing have emerged as
means of central governments to off-load to some of the fiscal burden of education
service position.
Mizrachi (2005) emphasizes that the implementation of decentralization
policies poses must numerous challenges. First, the design of decentralization as
specified in legislation and decrease may create uncertainty as to which level of
government or which decision-maker is responsible for what. It’s not unusual for
education ministries to continue to tightly regulate the curriculum and determine
teacher employment and pay, leaving little room for local control. Second, the
capacities of school boards to govern schools or school directors to manage schools,
or teachers and others to work collectively to reform the school are often weak and
need development. Third, system to the newly decentralized authorities may not
exist. Sub-national governments, school boards, and parents may have very little
information about their schools’ academic and fiscal performance relative to other
jurisdictions or schools. School inspectors or local offices of the education ministry
sometimes lack the culture and capacity to provide guidance and assistance as
opposed to enforcing rules.

18. Other Studies and Literatures
A. Annex 2: Mexico’s School-based Management Program - AGES
In Mexico, a rural School-Based Management (SBM) program has achieved
intermediate quality education goals for disadvantaged students in Mexico. While
people living in rural areas still face a lack of public services, poor infrastructure, and
low levels of education, the National Council for Educational Development
(CONAFE), an autonomous institution at the federal level, has made significant
progress in reaching this disadvantaged population in the midst of sweeping
changes, uncertainties, and limitations related to the process of decentralizing the
Mexican education system. In particular, CONAFE’s compensatory programs –
under a multidimensional strategy to improve education outcomes – target schools
in disadvantaged and isolated rural communities. There are several compensatory
programs and demand-side scholarships available in Mexico to assist disadvantaged
students. Since 1997, Progresa-Oportunidades, Mexico’s conditional cash transfer
program, has offered demand-side scholarships to children from poor families in
highly disadvantaged communities. In 1993, the Ministry of Education established
CONAFE to administer compensatory programs designed to reduce the
disadvantages of poor and isolated students in collaboration with the state,
teachers, and communities. Within this program, the Support to School
Management (AGES) is a specific school-based management initiative that
emphasizes the importance of giving parents the opportunity to participate in the
school system. Though this is one of the smallest components of CONAFE, it is one
of the most effective. AGES has reduced grade repetition and school dropout rates
for disadvantaged students in highly marginalized rural communities (Gertler et al,
2006).
Compensatory programs, and specifically the AGES, are a relatively recent
development in Mexico’s education system, which used to be highly centralized. In

19. the early part of the 20th century, the federal government took control of the
education system, and a national agency of education was created in order to
establisha federal institution with power over states legislatures and their education
systems. In the early 1940s, the post-revolutionary government institutionalized
accords with workers, peasants, and civil servants such as unions, boards and
confederations. Within this political structure, these groups became a part of the
official party. In this corporative system, the teachers’ union emerged as a new
actor in the education system. Since then, the interaction between the teachers’
union and the authorities at the Ministry of Education has resulted in uncertainties,
limitations, and significant challenges. On the one hand, the education system has
continuously adjusted to changes in the education authorities every six years
following the presidential elections. On the other hand, the teachers’ union has
maintained its strong position despite the changes in education authorities and
political structures. The National Union of Education Workers (SNTE), the largest
union in Latin America with 1.4 million members, was affiliated with the long-time
incumbent Institutional Revolutionary Party (PRI) and for a long time played a role
in politics, especially during elections. In this regard, some argue that the teacher
unions have been a barrier to reform and to improving Mexico’s education system
(Ornelas, 2004). In 1993, following a three-year process, the federal government
concluded the National Agreement for the Modernization of Basic Education, which
involved intensive negotiations with the teachers’ union (SNTE) and state governors.
The three major aspects of the reform included: (1) administrative
decentralization; (2) changes in the curriculum and pedagogical material; and (3)
improved conditions for teachers and a re-evaluation of their role. The reform went
further than just decentralization, which implied additional problems for the states,
which centered on agreements with the teachers’ union, in particular those related
to salaries and compensation. The decentralization mainly involved transferring
responsibility for 14 million students, 513,000 teachers, 115,000 administrative

20. employees, and 100,000 schools from the federal government to the state
governments. However, while the federal government gave the states full
autonomy over resources, it did not give them authority over the basic education
curriculum. Throughout the decentralization process, the federal and state
governments have taken steps to increase efficiency and equality and improve the
quality of the system. Following decentralization, the education system in Mexico
underwent profound changes, and during this process, state governments, school
authorities, and parents became empowered to participate and change their
children’s education. The decentralized school management became more
responsive to stakeholders. Also, there had been a growing demand over the years
on the part of parents, civil society, the private sector, the media, and researchers
for students’ academic progress to be periodically assessed. Starting in 1998, the
Ministry of Education began implementing standardized tests on a sample basis, and
in 2006, the ministry introduced a universal assessment that made it possible to
compare student scores among schools. Moreover since 2000, Mexico has
participated in international student assessments (PISA), in which student scores
can be compared across countries. In 1995, Mexico had participated in the TIMSS,
but the results have never been published.
The education law in Mexico establishes a mechanism to allow parents to
participate in the management of schools. Parents’ associations were established by
law at the school level together with local, regional and national parents’
associations. Partly because of tradition, however, this has not increased the extent
to which parents interact with teachers, school authorities, and other important
actors in the education system. However, one compensatory program in particular,
the Program to Abate Educational Lag (PAREIB), has been effective in encouraging
parental and community participation. PAREIB provides incentives to parents to
participate in their children’s schools with the aim of establishing: (i) the value of
children’s education to the community; (ii) the responsibility of parents and

21. members of the community to perform actions that benefit children; and (iii) the
importance of childhood development. CONAFE created this concept of education to
empower all school actors, including principals, teachers, communities, and parents.
As a component of PAREIB, the AGES, created in 1996 is aimed at leveling the
playing field for disadvantaged students by encouraging parental participation and
school-parent cooperation.
The AGES supports and finances parents’ associations (APFs or APECs) and
trains them in the management of school funds and encourages them to participate
in their children’s education, sharing responsibility with teachers, building their own
social capital, assuming responsibility for their children’s academic performance, and
monitoring and becoming involved in their children’s activities. This financial
support consists of annual grants transferred quarterly to the parent associations’
bank accounts. The Communitarian Association of the Education Promotion
(AsociacionPromotora de EducaciónComunitaria or APEC) is a key element of this
model in rural and disadvantaged communities. These grants can be invested in
infrastructure that parents deem important for the school. The activities are planned
by parents, school principals, and teachers. The AGES offers a low-cost way to
encourage parental participation as well as cost-efficient interventions to improve
learning outcomes. Gertler et al (2006) found that the AGES has been effective in
improving intermediate school quality indicators, having reduced grade repetition
and school dropout rates by 6 to 8 percent in only three years. These effects are
separate from the effects of any other interventions. Recently, other initiatives have
used the School-based Management model to improve conditions for disadvantaged
students. After the AGES, the quality schools program (ProgramaEscuelas de Calidad
or PEC) is the most important. Beginning in 2000, the program has been
implemented in poor urban areas and is designed to improve school environments
(physical and teaching) and increase the participation of school community
members in the management of the school. PEC provides grants for implementing

22. school plans that have been designed by the staff and parents together.
Beneficiaries must meet certain requirements, but the participation of schools in the
program is completely voluntary. The PEC empowers school communities, including
principals, teachers, parents, and other stakeholders. PEC has been shown to be
effective, after only three years of implementation (Skoufias and Shapiro, 2006).
Since 1993, Mexico has made significant progress in decentralizing its education
system. Mexico has promoted transparency, accountability, and democracy. Prior to
that time, the education system was highly centralized, and the country was
governed by a single political party. In addition, most government agencies were
non-transparent and unaccountable. However, beginning in 1993 and continuing
until the democratic elections of 2000, Mexico embarked upon its decentralization
process. In 1998, the first step toward transparency was taken when the Minister of
Education under the old political system implemented the first national educational
assessment. The process was reinforced in 2000 when a democratic government
was elected in Mexico. While some states took measures to improve the quality of
education, the federal ministry of education developed programs that promoted
parental participation in school management. In 2000, Mexico joined the OECD in an
international assessment of student achievement.
In this context, the AGES can be considered to be a weak form of SBM in a
complex political and centralized education system. Despite its limited monetary
resources, it has had a positive impact on educational outcomes. This limited
version of SBM may be appropriate in such a case where there is no little history of
accountability and participation and where the country is just starting to reform its
centralized and authoritarian political system. Thus, other formerly centralized and
undemocratic countries that have gone through the transition to becoming open and
democratic societies may be able to learn lessons from the Mexican experience
about what may be the appropriate form of SBM for their circumstances.

23. Egwunyenga (2005) suggested that not all information can be considered as
records until they satisfy such characteristics, genuinety and authenticity that is the
information that records give must be true, correct and original, records must be
comprehensive, available, accessibly and secured. School records are grouped into
statutory and non statutory. Statutory records include admission/withdrawal
register, attendance register, scheme of work, time-table, logbook, visitors book,
time/movement books, school diary, lesson plan/note for teachers, examination
record book, etc. Non-statutory records are cash book, stock book, punishment
book, school calendar, inventory book, staff minutes book, school magazine,
inspection/supervision report file, confidential report forms and requisition book.
Record management is the application of systematic and scientific control of
recorded information that is required for the operation of the school. Such control is
exercised over the distribution, utilization, retention, storage, retrieval, protection,
preservation and final disposition of all types of records within the school. The aim
of record management is to achieve the best retrieval and exploitation of school
records in the school system and also to improve the efficiency of record making
and keeping processes. Record management helps to control the quality and
quantity of information that is created in a manner that effectively serves the need
of the school.
School record management according to Fasasi (2004) is meant to enhance
the performance of secondary school administrators. Adequate records management
progamme co-ordinates and protects an institutions records, sharpens the
effectiveness of records as a management memory which controls the times,
equipment and space allocated to records and helps to simplify intra-organizational
and communication problems. The management of records in the secondary schools
like in any other organization is a cyclic process involving the principals, teachers,
students, messengers and cleaners. The bulk of records are handled by principals

24. who are kept manually thus the processing, retrieval and utilization of records are
not easy.
Iwhiwhu (2005) stresses the insufficient quality and quantity of manpower in
records management in the school system. He emphasized that manpower is
employed without prejudice to qualitative records management. Though this
business of record keeping and effective management in the secondary school
system has not attained good success due to insufficient provision of facilities, fund
and management components. However, adequate security, storage facilities and
funds are generally recommended for good record keeping and management
(Tower Software, 2004).

25. CHAPTER III
METHODOLOGY
The researcher will use the descriptive method to gather information about the
presently existing conditions of school-based management of the selected public
secondary schools in Trece Martires City, Cavite together with sets of questionnaire and
observation as data gathering instruments. Informal interviews will also be conducted
with some of the respondents to gather additional information.
RESEARCH DESIGN
This study will use descriptive method to obtain relevant information regarding
the status of school-based management practices of the chosen secondary schools as it
was perceived as the most appropriate means on how to gather relevant information.
Through using questionnaire with likert scale, the researcher will determine the degree
of acceptance or rejection of the respondents toward different variables. Both
qualitative and quantitative will be utilized in this study. Quantitative data will be
derived from the results of the survey while qualitative data will be derived from the
actual observation and informal interviews with the respondents of the study.
PARTICIPANTS OF THE STUDY
The participants of the study will be the selected students and selected
faculty members of the respective schools.
SAMPLING TECHNIQUE USED
The researcher will use the non-probability sampling via convenience
sampling in selecting faculty members and students who will answer the set of

26. questionnaire. The sample size shall be derived from the total population of
respective schools.
DEVELOPMENT OF THE INSTRUMENT
The research instrument is in the form of questionnaire which includes likert
scale to determine the levels of acceptances, rejections and other significant insights by
the respondents toward the research subject.
VALIDATION
The validation of the research instrument shall be done by the approval of the
research professor. The questionnaire will be answered by means of figuring out the
levels of acceptance or rejections namely; (5) Strongly Desirable, (4) Desirable, (3)
neither Desirable nor Undesirable, (2) Undesirable and (1) Strongly Undesirable.
RESEARCH PROCEDURES
1. Getting permissions or consent from the proper authority.
2. Drafting and finalizing the questionnaire.
3. Administering the questionnaire.
4. Data analysis and interpretation.
5. Writing appropriate conclusions and recommendations.
6. Presenting the Research Study.
STATISTICAL TREATMENT USED
The researcher will use the weighted mean to determine the insights of the
respondents including the levels of acceptance and levels of rejections toward specific
criteria or specific variables.