Author

Helen A. Aranas
Cebu Technological University – Main Campus
M.J. Cuenco Ave., Cebu City, Philippines
Email: helenarans@yahoo.com.ph

Abstract

This study examined the level of implementation and effectiveness of School- Based Management (SBM) practices in selected basic education schools in the district of Lapu-Lapu City Cebu, during Academic Year 2025–2026 as a basis for a proposed school development plan. A descriptive-correlational research design was employed using a structured survey instrument that measured five SBM dimensions: leadership and governance, curriculum and instructional management, accountability and continuous improvement, resource management and community partnership, and stakeholder participation. Weighted mean and standard deviation were used to determine the level of implementation and perceived effectiveness, while Pearson Product-Moment Correlation Coefficient examined the relationship between SBM dimensions and overall effectiveness. Results showed that SBM practices were generally perceived as effective, particularly in stakeholder participation, accountability, and leadership alignment with school goals. However, resource management, the use of assessment data for instructional decision-making, and teacher autonomy emerged as areas which need improvement. Correlational analysis revealed significant positive relationships between most SBM dimensions and overall effectiveness, except for resource management. The study concludes that while SBM implementation is largely effective, strengthening resource alignment and data-driven instructional practices is essential to maximize its impact. These findings provide empirical support for enhancing SBM implementation and inform school-level development planning.

Keywords: Development education, descriptive method, instructional leadership, continuous professional development, enhancement plan, Cebu City, Philippines

DOI: http://doi.org/10.69651/PIJHSS0501746

Recommended citation:
Aranas, H. A. (2026). School-based management approaches under the expanded K-12 curriculum. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8247-8258. http://doi.org/10.69651/PIJHSS0501746

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