EXPLORING HOW ELEMENTARY SCHOOL PRINCIPALS USE SCHOOL-BASED MANAGEMENT TO LEAD ADAPTIVELY

Abstract

The literature review explores School-Based Management (SBM) in education, highlighting its potential benefits and significant challenges. Mandated by Republic Act 9155, SBM aims to empower school leaders with greater authority and accountability for improving learning outcomes. However, several formidable obstacles hinder effective SBM implementation. Schools often grapple with resource constraints, including limited financial, material, and human resources, which impede their full engagement in SBM initiatives. Moreover, insufficient training and capacity-building efforts for stakeholders hinder their ability to navigate decentralized decision-making processes effectively. Weak mechanisms for monitoring and evaluating SBM initiatives further hamper accountability and oversight. Stakeholder resistance to change poses a significant barrier to the adoption of SBM practices, while inconsistent policies and practices lead to fragmented implementation, undermining its coherence and effectiveness. Additionally, insufficient community engagement diminishes the participatory nature of SBM, hindering alignment with local needs and priorities. Despite these challenges, SBM remains a valuable mechanism for driving educational improvement. Addressing these barriers requires concerted efforts to strengthen support systems, enhance capacity-building initiatives, foster collaboration, and promote equity and inclusion. Continued research, policy advocacy, and concerted action are essential for sustaining SBM initiatives and fostering holistic educational development. By leveraging insights from this review, stakeholders can navigate the complexities of SBM implementation and work towards enhancing student outcomes and fostering inclusive and responsive educational systems.