This document discusses the philosophy of school-based management (SBM) in the Philippines. SBM involves decentralizing decision-making authority to schools so that school heads, teachers, and students work together with community leaders and local government officials to improve performance. It identifies six dimensions of SBM: school leadership, internal and external stakeholders, school improvement processes, resource management, and performance accountability. The document also discusses the legal basis for SBM and outlines the national competency-based teacher standards and teacher strengths and training needs assessment used to support teacher development.

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Course : MA 103 (Philosophy of
Education)
Reporter : Ligaya Nahial Esgana
Major Topic : The Emerging Philippine
Educational Philosophy
Sub topic : The Philosophy of School -
Based Management (SBM)
NCBTS / TSNA / IPPD
Professor : Dr. Isidro M. Biol, Jr.

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What is School-Based
Management (SBM)?
School – Based Management
is the decentralization
of decision-making authority
to schools. At the school level,

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school heads, teachers, and
students work together with
community leaders, and local
government officials and other
stakeholders to improve school
performance.

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Six Dimensions of
School Based
Management
1. School Leadership
2. Internal Stakeholders
3. External Stakeholders

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4. School Improvement
Process
5. Resource Management
6. Performance Accountability

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Legal Bases of SBM
•The Local Government Code
of the Philippines (R.A. 7160)
•The Medium–Term Philippine
Development Plan (MTPDP
2004-2010)

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• Governance of Basic
Education Act (R.A. 9155)
• Basic Education Sector
Reform Agenda (BESRA)
* The Schools First Initiative
(SFI) of 2004

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II – National Competency
Based Teacher
Standards (NCBTS)
The Philippine National
Competency - Based
Teacher Standards (NCBTS)
has defined what Effective

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TEACHING is. It has clearly
stated the strategic and
indispensable role of the teacher
in the learning process of the
students. Because of this, it is
necessary that teacher

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development be continuously
supported and nurtured based
on the NCBTS. Hence, it is
imperative to determine each
individual teacher’s strengths
and weaknesses along the
said competencies.

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Seven Domains of NCBTS
1. Social Regard for Learning
2. The Learning Environment
3. The Diversity of Learners
4. Curriculum
5. Planning, Assessing &
Reporting

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6. Community Linkages
7. Personal & Professional
Growth
Under each domain are
strands, and under each
strand are indicators.

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III – Teacher Strengths
and Training Needs
Assessment (TSNA)
The TSNA is formative as a
tool that will encourage teachers
in taking personal responsibility

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for their own growth and
professional advancement. The
view in mind is to promote
student learning. This will be
utilized in the formulation of
the teachers Individual

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Professional Development
Plan (IPPD) .
Specific Purposes of
TSNA
1. To determine the competency
status profile, strengths

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and weaknesses of.
2. To determine Individual
Professional Teacher Index
3. To consolidate the TSNA
results at the school, cluster,
and division levels as reference.

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The philosophy of one
century is the common
sense of the next.
Henry Ward Beecher