Authors

Sofia A. Ballos*
Northwest Samar State University, Calbayog City, Philippines

Chuckie F. Miscreola
Northwest Samar State University, Calbayog City, Philippines

Abstract

This study examined the degree of manifestation of School-Based Management (SBM) practices, leadership practices, and school performance among public elementary schools in the First District of Northern Samar. It specifically analyzed SBM implementation across curriculum and teaching, learning environment, leadership, governance and accountability, human resource and team development, finance and resource management, and mobilization, as well as the relationship between leadership practices, SBM manifestation, and school performance. A descriptive-correlational research design was employed using survey data from 144 respondents, analyzed through descriptive statistics, correlation, and multiple regression analysis. Findings revealed that SBM practices were generally manifested at a moderate level (grand mean = 3.27), with finance and resource management obtaining a high level of manifestation, while curriculum and mobilization domains obtained the lowest ratings. The learning environment was also rated high, indicating strong school climate practices. Leadership practices were generally moderate, suggesting that school heads demonstrate functional but not fully transformative or distributed leadership. OPCRF results showed that most respondents were rated “Very Satisfactory,” with a notable proportion rated “Outstanding.” Correlation and regression analyses revealed significant relationships between leadership practices, SBM domains, and school performance, indicating that leadership plays a crucial role in SBM implementation. However, results also showed that SBM manifestation varies across domains and is influenced by contextual constraints such as resource limitations and rural conditions. The study concludes that while SBM practices are moderately implemented, stronger leadership capacity, stakeholder engagement, and instructional support are necessary to enhance SBM effectiveness and school performance. Strengthening distributed and instructional leadership, along with improved governance systems, is essential for achieving more effective SBM implementation in rural school settings.

Keywords: School-based management, leadership practices, school performance, instructional leadership, Northern Samar.

*Corresponding author / Email: sofia.ballos@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021149

Recommended citation:
Ballos, S. A., & Miscreola, C. F. (2026). School heads’ leadership practices: Effects to the degree of manifestation of school-based management practice and their performance. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4254-4271. http://doi.org/10.69651/PIJHSS05021149

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