Sb Manda Cad Achievement

8/11/2019 Sb Manda Cad Achievement

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Assessment of the Academic

Achievement of StudentsUnder School-based Management

Program

SUNGAHID, O.A. & SUNGAHID MJ. B.


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The Philippine public education is in

distress!

Only six out of every 1,000 Grade Six

elementary graduate students are prepared toenter high school. Only two out of every 100

fourth year high school students are fit to enter

college .Only 19 out of every 100 public schoolteachers have confidence and competence to

teach English.

Background/Rationale


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Education Secretary Jeslie Lapus made special mention

of School-Based Management as a crucial interventionto ensure better learning outcomes and capabilities

among school children.

The poor performance of Philippine education reflectsthe poor governance or of governance structure( Luz,

J.M 2009).

The SBM is a strategy to improve education bytransferring significant decision-making authority from

the national office to the local office, division office or

the schools. for the attainment of EFA 2015 goal.

Background/Rationale


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General Objective:

To assess the academic achievement ofstudents under School-Based

Management (SBM) program in fivepioneering schools of Banaybanay

District, Banaybanay, Davao Oriental.


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Specific Objectives:

1. To determine the SBM profile level of theschools in terms of;

a. School Improvement Process

b. Principals Leadership

c. Internal stakeholders

d. External Stakeholders e. SchoolBased Resources

f. School Performance Accountability


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2. To determine the academic achievement ofstudents in English, Math and Science in the

District Achievement Test.


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3. To determine the problem conditions encounteredby the schools in implementing the schoolbasedmanagement with regards to:

a. The functionality of School Improvement Plan (SIP);

b. Principals leadership Condition;

c. Policy Implementation requirements;

d. Governance and Supervisions Initiatives;

e. Teachers Dynamics; f. Stakeholders Involvement;

g. Resource Generation/Utilization

h. The School Environment;


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Conceptual Framework:Independent variable Dependent variable

Academic Achievement

of Students

1. To determine the SBM profile level of the schools in terms of;

a. School Improvement Process

b. PrincipalsLeadership

c. Internal stakeholders

d. External Stakeholders

e. SchoolBased Resources

f. School Performance Accountability

2. To determine students academic achievement in English, Math and Science in the

District Achievement Test.

3. To determine the problem conditions encountered by the schools in implementing

the schoolbased management with regards to:

a. The functionality of School Improvement Plan (SIP);

b. Principals leadership Condition;

c. Policy Implementation requirements;

d. Governance and Supervisions Initiatives;

e. Teachers Dynamics;

f. Stakeholders Involvement;

g. Resource Generation/Utilization

h. The School Environment;


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MATERIALS AND METHODS

The respondents of the study were 5 principals, 20teachers, 8 parents and 14 PTA officials, and

Chairman of Education Committee of LGU

Banaybanay, BLGU Education Committee

representative of the above schools and some

external stakeholders


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The Research Instrument: 1. The assessment tool developed by the Department

of Education which was based on the Framework

and Standards for Effective School-Based

Management Practices Towards Improved LearningOutcomes.

2. District Achievement Test from the school

records. 3.The survey questionnaire with a set of

indicators of problem conditions.



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Data Processing Method:Descriptive statistics with frequency,

percentages and weighted mean were used

in this study.



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RESULTS & DISCUSSIONSBM Profile Level

Table 1. School Improvement Process Indicators

No. ITEMS/INDICATORS

Responses ( scores)

YES NONOIDEA

A 1 The school has conducted assessment of SBMpractice using assessment tool.

43 1 3

A 2 The School Governing Council was organized. 46 0 1

A 3

The School Governing Council members are oriented

and trained on SBM. They are made aware of their

duties and responsibilities

42 0 5

A 4

School Improvement Plan/ Annual Improvement Plan

(SIP/AIP), needs and priorities are systematicallyidentified.

45 0 2

A 5 School Improvement Plan/ Annual improvement plan(SIP/AIP) emphasizes improvement of educational

outcomes.

42 1 4

A 6

Stakeholders(Students, parents, teachers, community

leaders), are informed, consulted and engaged in SIP

Formulation and implementation and monitoring and

evaluation.

41 3 3

A 7

SIP/AIP implementation was regularly tracked and

reported with necessary correctives measures

undertaken.

42 1 4

A8

x

A system of incentives and rewards (and positivediscipline for underperformance)based on

performance contract(between SGC and DepEd)is

piloted to promote school improvement process.

27 10 10

A 9A system of technical assistance is installed for

continuous process.38 3 6

Total366/423 19/423 38/423

86.5% 4.5% 9.0%


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RESULTS & DISCUSSION

SBM Profile LevelTable 2. School Leadership Indicators

No. ITEMS/INDICATORS Responses ( scores)

YES NONOIDEA

B 1 There is a principal designated in the school. 47 0 0

B 2The School head has been trained in instructional

leadership.

470 0

B 3 The school head is trained on School BasedManagement. 45 0 2

B 4The school head is trained on Local School Boar

responsibilities.38 3 6

B 5The school head was trained in community

organizing.41 3 3

B 6 The school head initiated to organize stakeholders 43 0 4

B 7

The School head installed appropriate SBM

system like school improvement planning,budgeting staffing , monitoring, etc.

43 1 3

B 8The school head performs fund management(accounting and bookkeeping ) functions.

42 2 3

Total346/376 9/376 21/376

92.0% 2.4% 5.6%


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RESULTS & DISCUSSIONSBM Profile Level

Table 3. Internal Stakeholders Indicators

No. ITEMS/INDICATORS Responses (scores)YES NO NO IDEA

C 1Students are made aware of their rights and

responsibilities as primary stakeholders.46 1 0

C 2Teachers are trained on curriculum, content

and pedagogy.40 1 6

C 3Teachers pursue continuing professional

development.

46 1 0

C 4

Students, teachers and parents are adequately

oriented on School BasedManagement(SBM)

43 2 2

C 5

Students, teachers and parents have understood

their respective responsibilities on School-

Based Management(SBM

43 3 1

C 6 Students, teachers and parents are organizedfor participation in SBM process. 45 1 1

C 7Parents assumed responsibilities as partners in

the learning process.41 3 3

C 8Students, teachers and parents supportedschool-wide improvement process.

45 0 2

Total349/376 12/376 15/376

92.8% 3. 2% 4%


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Table 4. External Stakeholders Indicators


Responses (scores)

YES NONO

IDEA

D 1

1. External stakeholders(retired teachers, SK, et)

are organized and made aware of their rights

and responsibilities as education stakeholders..

33 7 7

D 22. Local government stakeholders are oriented

into functional LSB ( e.g., school building,

facilities, sports development etc..

40 3 4

D 3

3. Community leaders/ peoples

organization/NGOs are oriented understand

their respective roles and responsibilities for

SBM participation process.

37 6 4

D 4

4. Community leaders/ peoples

organization/NGOs, etc are organized and

mobilized to support SBM.

38 5 4

148/188 21/188 19/188

78.7% 11.2% 10.1%

SBM Profile Level

T


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Table 5. SchoolBased Resources Indicators


Responses (scores)

YES NO NOIDEA

E 1The Annual School Budget (ASB) ( e.g., Dep Ed

MOOE) is aligned with SIP/AIP.41 3 3

E 2The school managed and controlled funds/resources

with Division Office assistance.36 4 7

E 3The Annual School Budget (ASB) is executed in

accordance with guidelines.

41 2 4

E 4ASB resulted in attainment of targets and desired

outcomes.40 1 6

E 5The school is properly informed of MOOE

allocation.22 10 15

E 6MOOE is published and drilled down to school in

cash.38 2 7

E 7 The school undertook school-based procurementwith the Division Office Assistance. 38 2 7

E 8Dep Ed representative to the Local School Board is

knowledgeable of SIP priorities.39 2 6

E 9MOOE funds made available to the school is

recorded, and utilized.41 2 4

E 10 MOOE funds are reported and accounted for. 41 2 4

Total377/470 30/470 63/470

80.2% 6.4% 13.4%

SBM Profile Level

RESULTS DISCUSSION


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Table 6. School Performance Accountability

No. ITEMS/INDICATORSResponses (scores)

YES NONOIDEA

F 1The school introduced transparency and accountability

in its transaction.41 3 3

F 2There is a monitoring and evaluation ( M&E) systemsuch as data and reports are used in continuing

improvement.

41 3 3

F 3

Major stakeholders( SGC, PTA, School Division

Superintendent, LSB) are informed and participated inmonitoring evaluation and reporting activities.

42 4 1

F 4Quarterly school performance ( student and Teacher ) is

monitored and evaluated by SGC.42 2 3

F 5

Improvement in learning outcomes by grade/ level is

monitored and evaluated by homeroom and tracked perstudent/ subject.

41 3 3

Total207/235 15/235 13/235

88.1% 6.4% 5.5%

SBM Profile Level

RESULTS DISCUSSION


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Table 7. SBM Profile Summary

Dimensions

Overall YesAnswer (in % )

SBM level 1

Starting

Stage

Moving

towards

Standard

Stage

1-60% 61- 98% 99- 100%

A

School Improvement

Process 86.5%

B Principals Leadership 92.0%

C Internal Stakeholders 92.1%

D External Stakeholders 78.7%

E School-Based Resources 80.2%

FSchool Performance

Accountability88.1%

Average 86.27%

* SBM level: a) 1- 60% : Starting stage

b) 61-98 % : Moving towards

c) 99-100% : Standard stage

SBM Profile Level



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RESULTS & DISCUSSIONAcademic Achievement of Students

0

1020

30

40

50

6070

Figure 1. Average of DAT Results of English, Math

and Science of Five Schools for Grade 1V, V & V1 for

SY 2005-2009

2005-2006 62.29 52.02 60.61

2006-2007 54.51 56.19 60.24

2007-2008 59.58 54.55 60.91

2008-2009 55.02 54.12 65.87

Grade 1V Grade V Grade V1



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RESULTS & DISCUSSIONAcademic Achievement of Students

50

5254

56

5860

62

Figure 2. Average of the Average ( Grade 1V, V & V1) of the DAT

Results of the 5 Schools and that of the district.

5SCH AVE. 58.27 56.98 58.35 58.35

DIST. AVE. 56.32 55.95 54.6 61.92

2005-6 2006-7 2007-8 2008-9

3


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RESULTS & DISCUSSIONProblem Conditions

Table 9. Principals Leadership Condition

Item

No.ITEMS/INDICATORS

Responses (scores)

Agree

Disagree

NoIda

B 1The principal has high hopes, aspiration and

expectation for the school.46 1 0

B 2The principal makes tough decision and takes

Responsibilities.39 2 6

B 3xThe principal is receptive to peoples needs and

care for the feelings and views of others. 37 7 3

B 4 The principal has strong commitment to students. 46 1 0

B 5The principal has initiatives that focused on theImprovement of student and school performance.

46 0 1

B 6The principal mobilizes teachers, parents,

community members and LGU to support

SchoolBased Management project.

44 0 3

B 7The principal informs and updates SBM

stakeholders on the school performance

43 4 0

B 8

The principal involves the teachers, PTA, barangayand LGU education committees in making

decisions on SIP planning and SBM

implementation.

42 0 5

B 9xThe principal has faith in the teaching staff and

community35 2 10

B10x

The principal has the ability to raise additionalresources.

22 10 15

Total 400/470 27/470 43/47085.2% 5.7% 9.1%



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Problem ConditionsTable 10. Policy Implementation Requirements

ItemNo.

ITEMS/INDICATORS

Responses (score)Agree

Disagree

No

Idea

C 1The school has control over the budget and thepower to reallocate current resources to more

productive uses37 3 7

C 2SBM has provisions of authority granted to

the school to purchase supplies formcompetitive suppliers.

39 4 4

C 3x

SBM has provisions and budget forappropriate training in management

techniques for principals, teachers and parentsincluding staff development .

31 3 13

C 4 SBM has established reward system structurefor school that exceed achievement goals.

40 0 7

C 5 SBM has flexibility of budget allocation 40 0 7

C 6The school has significant budgetary and

personnel authority.39 3 5

C 7SBM determines principals performance

review.42 1 4

Total268/329 14/329 47/329

81.5% 4.2% 14.3%



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RESULTS & DISCUSSIONProblem ConditionsTable 11. Governance and Supervision Initiatives

Item


Responses (score)

A

gree

Disagree

N

oIdea

D 1SBM program focused on the ultimate purpose ofimplementing such program increasing students

academic Performance.

42 0 5

D 2The School develops and implements process that

will enhance school effectiveness46 0 1

D 3 The school has a governing body. 44 0 3

D 4x The school division and district providesappropriate training in management techniques forprincipals, teachers and parents.

23 4 20

D 5The district office provides consultative services on

SBM and other teaching development activities.44 1 2

D 6x There is a presence of incentives for participation. 29 6 12

D 7

Information is broadly disseminated so that SBM

stakeholders can make decisions on schoolorganizations and be updated about school

performance

43 1 3

D 8The school has a well-defined vision for curriculum

and instruction44 1 2

D 9Every year end, an Annual SIP review andEvaluation involving stakeholders has been

conducted by the school.

39 1 7

D 10

Trainings are afforded to teachers, particularly

principals, on basic leadership techniques andcommunity organization Skills.

44 3 0

Total 398/ 470 17/470 55/47084.7% 3.6% 11.7%



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Table 12. Teachers Dynamics

Item


Responses (score)

A

gree

Disagree

N

oIdea

E 1 Teachers have strong support to students need. 45 0 2

E 2Teachers develop commitment for Vision of School

Improvement45 0 2

E 3

Teachers develop teamwork with the principal,

parents, PTA and community in achieving the

schools vision.

43 0 4

E 4Teachers regularly consult with parents regarding

schools concerns and problems.45 0 2

E 5 Teachers have high morale. 45 1 1

E 6

Teachers create better teaching/learning

environments to promote better student

achievements.

47 0 0

E 7

Parents and community have greater support for the

school plan and activities. 43 1 3

E 8 Teachers help parents strengthen home learning. 45 0 2

E 9

Teachers have sufficient opportunity for

development and are provided funding to attend

trainings and seminars.

41 1 5

E10

xTeachers resist change. 29 15 3

Total 428/470 18/470 24/470

91.1% 3.8% 5.1%



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Problem Conditions

Table 13. Stakeholders Involvement

ItemNo.

ITEMS/INDICATORS

Responses (score)

Agree

Disagree

NoIdea

F 1

The principal, teachers, parents and stakeholders are

involved in making decisions to improve schoolperformance.

45 0 2

F 2School-based initiatives are focused on the

improvement of student and school performance44 1 2

F 3Parents are encouraged to volunteer in activities

involving student learning.41 1 5

F 4Stakeholders are varied like parents, teachers, PTA,local officials, media, the business sector, NGOs,church-based organizations, alumni and student-body

organizations, etc. to support the school.

38 2 7

F 5Parents are encouraged to show moral support and

strengthen home learning of their children.43 1 3

Total

211/235 5/235 19/235

89.8% 2.1% 8.1%



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Table 14. Resource Generation/ Utilization

ItemNo. ITEMS/INDICATORS

Responses (score)

Agree

D

isagree

NoIdea

G 1 Dep Ed requirements for SBM funding is very tight 28 6 13

G 2xThe School has limited control over the utilization of

funds.30 10 7

G 3To involve stakeholders for financial support is

difficult.34 7 6

G 4x

Counterpart budget for the School Improvement Plan

is supplied by parents, PTA, LGUs and other

individuals or group.

25 14 8

G 5xThe principal is effective in sourcing funds for the

SIP.11 32 4

G 6There is funding for professional development

activities27 6 14

G 7x

Parents have contributed so much in complying the

financial requirements of the School Improvement

Plan.

28 11 8

G 8

Other private individuals and business groups are

solicited to support the vision of the schools

improvement.

35 5 7

G 9Funding for teachers professional development is

made available..29 7 11

Total 268/423 77/423 78/42363.4% 18.2% 18.4%



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Table 15. School Learning Environment

Item

No.ITEMS/INDICATORS

Responses (score)

Agree

Disagree

No

Idea

H 1

The School creates a professional school culture

committed to producing higher levels of learning for

all students.

41 1 5

H 2 The school promotes child friendly environment 46 0 1

H 3Teachers create better teaching/learning

environments and students achievements.46 0 1

H 4xThe school has a strong collective vision and strong

values and beliefs in the importance of education .30 11 6

H 5Better instructional programs for students at risk have

been devoted and developed.38 3 6

H 6Teachers have effective behavioral management

programs.37 8 2

H 7xClasses are not distracted by extracurricular

activities.33 14 0

H 8x Teachers are sensitive to the culture of the students. 33 11 3

H 9 Parents are welcome in the school. 38 8 1

H 10Every Child A Reader Program is emphasized and

promoted in every class.43 1 3

Total

385/470 57/470 28/470

81.9% 12.1% 6%



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Table 16. Top 10 Problem Conditions Encountered in Implementing SBM

NO. ITEMS/INDICATORS

SBM

Problem

Condition

Favorable

SBM

Condition

No Idea

Number of Responses / %

G 3To involve stakeholders for financial support

is difficult.34 72% 7 15% 6 13%

G 2The School has limited control over the

utilization of funds30 64% 10 21% 7 15%

E 10 Teachers resist change. 29 62% 15 32% 3 6%

G 1Dep Ed requirements for SBM funding is

very tight

28 60% 6 13% 13 28%

H 7Classes are distracted by extracurricular

activities.14 30% 33 70% 0 0%

G 4

Counterpart budget for the School

Improvement Plan is supplied by parents,

PTA, LGUs and other individuals or group.

14 30% 25 53% 8 17%

H 8Teachers are sensitive to the culture of the

students.11 23% 33 70% 3 6%

G 5

The principal is effective in sourcing funds

for the SIP. 11 23% 32 68% 4 9%

H 4

The school have a strong collective vision

and strong values and beliefs in the

importance of education .

11 23% 30 64% 6 13%

G 7

Parents have contributed so much in

complying the financial requirements of

the School Improvement Plan.

11 23% 28 60% 8 17%

*E= Teachers Dynamics( 1 )

**G= Resource Generation ( 6 )** H= School Learning Environment ( 3 )



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RESULTS & DISCUSSIONTable 17. Top 10 Conditions Under No idea

NO. ITEMS/INDICATORS

FAVOR

ABLE

CONDITION

PROB

LEM

CONDITION

NO

IDEA

D 4

The school division and district provides appropriate

training in management techniques for principals,

teachers and parents.

23 4 20

B 10The principal has the ability to raise additional

resources.22 10 15

G 6There is funding for professional development

activities

27 6 14

C 3

SBM has provisions and budget for appropriate

training in management techniques for principals,

teachers and parents including staff development .

31 3 13

D 6 There is a presence of incentives for participation. 29 6 12

G 9Funding for teachers professional development is made

available.29 7 11

B 9The principal has faith in the teaching staff and

community35 2 10

G 4Counterpart budget for the School Improvement Plan issupplied by parents, PTA, LGUs and other individuals

or group.

25 14 8

G 7

Parents have contributed so much in complying the

financial requirements of the School Improvement

Plan.

28 11 8

G 2The School has limited control over the utilization of

funds10 30 7

*B=Principals leadership Condition( 2 )

**C=Policy Implementation Requirements ( 1 )***D=Governance and Supervision Initiatives ( 2 )

****G=Resource Generation ( 5 )

CONCLUSIONS & RECOMMENDATIONS


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Objectives Major Findings Conclusions Recommendations

1. To determine the

SBM profile level ofthe schools in terms of;

a. School ImprovementProcess

b. Principals Leader-

shipc. Internal stakeholders

d. External Stake-

holders

e.SchoolBased Re-

sourcesf. School Performance

Accountability

1. SBM profilesummary showed

that, the five schools

fall between 78.7%-92% level which is

characterized as

Moving Towards.

1. Based on the

Manual ofAssessment of School

Based-Management

Practices, anddespite the four years

in the inception of

school-based

management programin the five schools, the

schools have not

attained the StandardLevel.

1. A Sustainable,

massive community-wide information,

education and

communicationstrategy through

various media on

school-based

management, in orderto generate

community-wide

awareness and support,be established .



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Objectives Major Findings Conclusions Recommendations

2. To determine the

academic

achievement ofstudents in English,

Math and Science in

the District

Achievement Test

(DAT).

2. The DAT results of

the five schools, for

grade level 1V, V, and

V1, for School-Year

2005-2006 to 2008-2009, showed erratic,

slight downward-

upward trend and thatthey were slightly

higher than that of the

whole District DAT

average result.

2. The downward-upward trend of the

DAT results of the

academic achievement

of students in English,

Math and Science for

Grade 1V, V and V1

school year 2005-2006to 2008-2009 and the

slight higher scores of

the five schools ascompared with District

DAT average scores- It

is inconclusive that

they are attributed tothe implementation of

School-based

Management program.

2. Institutionalization

of teachers continuing

professional

development be part

of SBM dimension-a) a

locally funded

scholarship grant be

made available, and

that b) they be de-loaded with multi-

responsibilities for

them to become more

focused on teaching-

learning activities; c)

postgraduate criteria be

added to teacherapplicants ranking and

evaluation system as

incentive for young

teachers to go on

graduate studies.



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CONCLUSIONS & RECOMMENDATIONSObjectives Major Findings Conclusions Recommendations

3.To

Determine the

problemconditions

encountered

by the schools

in implement-

ing the

schoolbasedmanagement

3. The SBM problem conditions

showed that; a) Principals had

inadequacy in the ability to raise

funds, and not very receptive to

peoples needs and feelings;

b) Policy Implementation

requirements and Governance and

Supervisions Initiatives were not

clearly understood ; d) High

percentage of teachers resistedchange; e) Stakeholders were not

so diverse although their roles

were clear ; g) Resource

Generation and utilization was

highly a problem condition in

SBM implementation; and h)

Under school learningenvironment, distraction by extra

curricular activities; Teachers

have effective behavioral

management programs; Teachers

are sensitive to the culture of the

students, scored significantly,

negatively high.

3. The Problem

conditions are

centered on the;

a)capability by the

stakeholders to tap

various sources for

fund raising,

allocation andutilization in support

of the school

improvement plan,

b) continuing

information and

dissemination on

SBM practices, andc) developing a

learning

environment that

centered on culture

of quality education

.

3.a) A training

program for internal

and external

stakeholders be

programed to obtain

organizational,

planning and

management skills for

school-basedmanagement capacity

building.

b ) An incentive and a

reward system for

parents-stakeholders be

tapped to assist invarious school

activities and

institutionalize

volunteerism in school

to take teachers non-

academic related

work.


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Very Much !

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Sb Manda Cad Achievement