Author
Rachelle B. Cabauatan
Northeastern College
Santiago City, Isabela, Philippines
Abstract
School-Based Management (SBM) has become a central education reform strategy in the Philippines, promoting decentralized governance, stakeholder participation, and school-level accountability to improve educational outcomes. However, limited district-level evidence exists on how SBM is operationalized and how implementation barriers influence its effectiveness in local contexts. This study examined SBM implementation in selected public secondary schools in Cabagan District, Isabela, focusing on Leadership and Governance, Curriculum and Learning, Accountability and Continuous Improvement, and Management of Resources. Using a descriptive–predictive quantitative design, data were collected from 85 SBM implementers through a structured questionnaire. Findings revealed that all four SBM dimensions were Often Practiced, with time-related demands emerging as the most significant challenge. Significant differences were observed across demographic variables, and a very strong positive correlation (r = .921, p = .000) indicated that higher SBM engagement corresponded with increased operational challenges. The study recommends improving time allocation and workload distribution to support sustained SBM implementation.
Keywords: School-based management, decentralization, leadership and governance, implementation barriers, workload distribution
DOI: http://doi.org/10.69651/PIJHSS0501815
Recommended citation:
Cabauatan, R. B. (2026). Operationalizing school-based management in Cabagan District, Isabela: A study on leadership, governance, and implementation barriers. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9099-9106. http://doi.org/10.69651/PIJHSS0501815
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