Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 3 (2025)

The Role of School-Based Management (SBM) in Enhancing Student Academic Achievement in Pasacao District 1, Division of Camarines Sur

Maria Aucebel Espiritu | Decimo Espiritu

Discipline: Education

 

Abstract:

Education serves as a cornerstone for individual and societal advancement, shaping economic, social, and cultural development. School-Based Management (SBM) has emerged as a key reform strategy worldwide, decentralizing decision-making to empower schools in improving student outcomes. This study examines the role of SBM in enhancing student academic achievement in Pasacao District 1, Division of Camarines Sur, Philippines. Using a descriptive quantitative research design, the study assesses the level of SBM implementation across key domains— stakeholder participation, leadership, resource management, curriculum contextualization, monitoring and evaluation, and community partnerships—and evaluates its impact on academic performance indicators such as National Achievement Test (NAT) scores, promotion rates, and dropout rates. Findings reveal a positive correlation between effective SBM practices and improved student outcomes, particularly in schools with strong leadership, stakeholder engagement, and localized curriculum innovations. However, challenges such as limited resources, inconsistent community involvement, and gaps in monitoring mechanisms hinder the full implementation of SBM. The study concludes that strengthening participatory governance, capacity-building for school leaders, and fostering sustainable community partnerships are essential for maximizing SBM’s potential. Recommendations include targeted training for stakeholders, strategic resource mobilization, and policy support to ensure equitable and quality education for all learners. The research underscores the importance of context-responsive SBM practices in driving meaningful educational reforms and long-term student success.



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