Author

Jovelyn G. Paquibot *
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines

Abstract

This study evaluated the quality of decision-making practices in school administration and their impact on educational outcomes in San Miguel District, Bohol, during School Year 2025–2026, as a basis for developing an intervention plan to enhance school leadership and student achievement. Using a descriptive-correlational research design, data were collected from 32 teacher-respondents across four elementary schools through a structured questionnaire adopted from the Philippine Professional Standards for Teachers (PPST). Findings revealed that the majority of respondents were female (96.88%), aged 41–45 years (31.25%), held Teacher 3 positions (53.13%), had master’s units (68.75%), and possessed 1–5 years of teaching experience (28.125%). The perceived level of decision-making practices was “Strongly Agree” across all five domains: content knowledge and pedagogy (M=4.77), learning environment (M=4.84), diversity of learners (M=4.64), curriculum planning (M=4.84), and assessment and reporting (M=4.86). Educational outcomes showed four failed learners, one dropout, 778 promoted learners, and 773 graduates. Pearson correlation analysis revealed no significant relationships between any decision-making domain and any learner performance outcome (p>0.05). The top best practice was Collaborative and Participative Governance (100%). The lowest-rated indicators included research-based knowledge (4.59), indigenous learners (4.28), and ICT resources (4.75). An intervention plan addressing these gaps, particularly in inclusive education, professional collaboration, stakeholder communication, and targeted interventions for failure and dropout, was developed to strengthen school leadership and improve learner performance.

Keywords: Administration and supervision, decision-making practices, educational outcomes, quantitative method, intervention plan, San Miguel District, Bohol.

*Corresponding author / Email: jovelyn.paquibot001@deped.gov.ph

DOI: https://doi.org/10.69651/PIJHSS05031351

Recommended citation:
Paquibot, J. (2026). Appraising the quality of decision making practices in school administration for educational outcomes and learners’ performance. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 1583-1602. https://doi.org/10.69651/PIJHSS05031351

Read the full text

References

Akdeniz, A., & Korkmaz, M. (2023). The relationship between the decision-making styles and social entrepreneurship of science and art center principals’. Buca Eğitim Fakültesi Dergisi (Online)/Buca Eğitim Fakültesi Dergisi, 55, 231. https://doi.org/10.53444/deubefd.1221022

Anabo, R. O. (2024). Analysis of different principles in school-based management. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4780126

Ang, J. V., Adlit, M. F., Docdoc, V. A., Comeros, J., & Lagnason-Pacheco, L. (2025). School-based management implementation and educational outcomes in Philippine public schools: An explanatory sequential inquiry. Edelweiss Applied Science and Technology, 9(4), 2625. https://doi.org/10.55214/25768484.v9i4.6611

Assey, E. S., Malingumu, W., & Babyegeya, E. (2022). The opinions of education stakeholders in the Tabora region on strategies for improving decision-making in Tanzania’s community-based secondary schools. European Journal of Education Studies, 9(7). https://doi.org/10.46827/ejes.v9i7.4387

Ayeni, A. J., & Bamire, F. B. (2022). The role of school based management and students’ academic performance in secondary schools in Owo Local Government Area of Ondo State, Nigeria. International Journal of Education Teaching and Social Sciences, 2(3), 49. https://doi.org/10.47747/ijets.v2i3.794

Baluyot, L. C. (2025). Challenges in the implementation of school-based management in the Division of Northern Samar. International Journal of Research and Innovation in Social Science, 1389. https://doi.org/10.47772/ijriss.2025.907000115

Bautista, R. C., & Reyes, R. S. (2023). School-based strategies for sustaining high elementary completion rates in Philippine public schools. Journal of Educational Management and Policy, 11(2), 67–84.

Bautista, R. C., & Tan, L. G. (2024). Using assessment data to improve instruction and stakeholder engagement in Philippine public schools. Philippine Journal of Educational Assessment, 9(2), 178–195.

Bibon, J. R., & Reyes, R. S. (2023). Effectiveness of the School Dropout Reduction Program (S-DORP) in secondary schools in Ticao Cluster, Masbate Province. International Journal of Research Studies in Education, 11(3), 22200.

Bong-Lopez, R., & Angeles, J. (2023). Attrition and turnover: Exploring the multifaceted factors influencing teachers’ career decisions in the Philippines. ICPEL Education Leadership Review, 21, 89–105.

Capacite, R. D. (2022). Decision-making styles of school heads and their perceived work performance of teachers in public elementary schools. GNOSI: An Interdisciplinary Journal of Human Theory and Praxis, 5(1), 53–61. https://gnosijournal.com/index.php/gnosi/article/view/176

Cemaloğlu, N., & Duykuluoğlu, A. (2022). The evaluation of the data-driven management applications in education. DergiPark (Istanbul University). https://dergipark.org.tr/tr/pub/nevsosbilen/issue/71055/1106692

Chen, J. G., & Meng, J. (2025). Leadership and decision-making mechanisms in educational management. International Journal of Sociologies and Anthropologies Science Reviews, 5(5), 721. https://doi.org/10.60027/ijsasr.2025.7207

Cornito, C. M. (2021). Striking a balance between centralized and decentralized decision making: A school-based management practice for optimum performance. International Journal on Social and Education Sciences, 3(4), 656. https://doi.org/10.46328/ijonses.217

Cruz-Lloyd, J. M., & Bautista, R. (2022). Teacher career progression and leadership distribution in Philippine basic education schools. Philippine Journal of Educational Administration and Management, 18(1), 45–62.

Datnow, A., & Park, V. (2025). Data use for equity: A meta-analysis of DDDM impacts. Review of Educational Research, 95(1), 112–145. https://doi.org/10.3102/00346543241234567

David, R. C. R., & Parreño, J. M. (2022). School dropouts in the Philippines: Causes, changes and statistics. Sapienza: International Journal of Interdisciplinary Studies, 4(2), 62–75. https://doi.org/10.51798/sijis.v4i2.552

Davide, A. R., Dela Cruz, M. T., & Reyes, R. S. (2024). Teachers’ competency in content knowledge and pedagogy in public elementary schools in the Philippines. International Journal of Education and Teaching Innovation, 6(1), 365–378.

Day, C., & Samons, A. (2022). Successful school leadership: Lessons from across the globe. Educational Management Administration & Leadership, 50(3), 387–405.

Del Castillo, A. Q., Santos, M. E., & Tan, L. G. (2024). Mapping early-career teacher competencies to the Philippine Professional Standards for Teachers. Pedagogical Research, 9(11), em0149. https://doi.org/10.29333/pr/14264

Department of Education. (2017). Philippine Professional Standards for Teachers. Department of Education, Philippines.

Department of Education. (2022). DepEd order on the learner promotion and retention (DO 13, s. 2018, as updated in DO s. 2022 and related policy interpretations). Philippine Department of Education.

Department of Education. (2025). PPST module 11: Monitoring learner progress with data and DepEd DM-74, s. 2025. Department of Education, Philippines.

DepEd. (2023). Basic Education Monitoring and Evaluation Framework (BEMEF): Monitoring and evaluation practices of Philippine schools. Department of Education, Philippines.

DepEd. (2025). DepEd Order No. 043, s. 2025: Inclusive education and support for diverse learners. Department of Education, Philippines.

DepEd. (2025). Department of Education completion and transition indicators: Elementary completion and Junior High School entry, SY 2023–2025. Department of Education, Philippines.

Devanadera, C., & Ching, D. A. (2023). School head’s managerial roles as correlates of organizational performance. International Journal of Educational Management and Development Studies, 4(3), 110. https://doi.org/10.53378/353015

Engestrom, Y., & Sannino, A. (2021). Shared leadership in expansive learning: A theoretical framework. Educational Management Administration & Leadership, 49(3), 456–472. https://doi.org/10.1177/1741143220987654

Fernandez, C. R., & Naui, J. L. (2026). School heads’ decision-making practices and teachers’ professionalism in public elementary schools of Bambang II District. International Journal of Research Studies in Education, 15(1), 249–264. https://doi.org/10.5861/ijrse.2026.26019

Gatchalian, S., Escudero, F., Pimentel III, A., Romulo, R., Go, M., Angara, J. E., Cayetano, P., Villanueva, J., Benitez, J. F., Dimaporo, K., Garcia, P. J., Almario, A. R., Santos, R. J., Infante, E. V., Pamittan, V. L., Del Castillo, R. G. C., Quinajon, B. C., Rañon, P. A. C., Lao, G., … Yapchiongco, M. J. P. (2024). Miseducation: The failed system of Philippine education, EDCOM II year one report.

Hallinger, P., & Gümüş, S. (2020). Science mapping of the knowledge base on educational leadership and management, 1960 to 2018. In P. M. Den Brok & J. A. G. M. van Tartwijk (Eds.), The SAGE handbook of school organization (pp. 287–306). SAGE Publications.

Hallinger, P., & Wang, W.-C. (2020). The impact of school leadership on student learning outcomes: A global review. Journal of School Leadership, 30(3), 215–240. https://doi.org/10.1177/1052684420913456

Halverson, R., & Marchesi, S. (2023). Data-driven decision making in global education systems. Educational Researcher, 52(1), 45–58. https://doi.org/10.3102/0013189X23145678

Ortega, M. A., & Tan, L. S. (2022). Graduate study completion and teacher leadership in Philippine public schools. Philippine Journal of Educational Administration and Management, 18(2), 135–152.

Ortega, M. A., & Tan, L. S. (2023). Distributing leadership: Classroom teachers’ roles in instructional decision-making in public elementary schools. International Journal of Educational Leadership Development, 10(2), 112–130.

Palomar, A. B., Mendoza, J. R., & Alcantara, N. T. (2023). Profiling study of teacher education institutions and teacher educators in the Philippines. Philippine Legislative Monitoring and Research Center.

Pepugal, E. T. (2022). Levels of perception on school-based management implementation in San Luis National High School, Philippines. American Journal of Multidisciplinary Research and Innovation, 1(4), 26. https://doi.org/10.54536/ajmri.v1i4.516

Prudente, S. P., Reyes, R. S., & Morales, M. R. (2023). Systematic review of professional development programs for Filipino teachers, 2013–2023. Philippine Institute for Development Studies Discussion Paper, 2023-05.

Prudente, S. P., Reyes, R. S., & Morales, M. R. (2023). Teachers’ professional development, strategies, and management practices in selected secondary schools. International Journal of School Management and Supervision, 9(1), 102–120.

Prudente, S. P., & Tan, L. G. (2023). Teachers’ innovative strategies and engagement: Their influence on learner promotion and achievement in Philippine public schools. International Journal of School Management and Supervision, 8(5), 113–128.

Prudente, S. P., & Tan, L. G. (2024). School-level data-driven interventions and learner performance in Philippine public schools. Journal of School Improvement and Monitoring, 12(1), 78–95.

Revitalizing the Philippine Education System research group. (2025). Revitalizing the Philippine education system: Facilitating access and participation in in-service training and teacher professional development programs. Philippine Institute for Development Studies.

Reyes, R. S., & Cruz, J. M. (2021). Teacher education and leadership development among public school teachers. Davao Research Journal, 11(1), 1–15.

Reyes, R. S., & Cruz, J. M. (2022). Curriculum planning and teacher perceptions of instructional effectiveness in Philippine public schools. Philippine Educational Research Journal, 10(3), 234–251.

Reyes, R. S., & Cruz, J. M. (2023). Decision-making skills and leadership effectiveness among public school administrators in the Philippines. Davao Research Journal, 11(1), 1–15. https://davaoresearchjournal.ph/index.php/main/article/view/166

Reyes, R. S., Dela Cruz, M. T., & Morales, M. R. (2025). Assessing the integration of diverse learners into mainstream classrooms in Lipa City, Philippines. Philippine Educational Research Journal, 11(1), 31540.

Reyes, R. S., & Morales, M. R. (2022). Teacher mentorship and instructional leadership in Philippine public schools. Journal of Educational Leadership and Governance, 10(1), 34–51.

Reyes, R. S., & Nuyda, W. M. (2023). School learning action cells on leveraging assessment data to improve teaching and learning: A case in Aplaya Elementary School. Philippine Journal of Teacher Education, 8(1), 21693.

Reyes, R. S., Santos, E. N., & Morales, M. R. (2021). Practices, challenges, and opportunities in teacher leadership in Philippine public schools. Excellencia International Journal of Multidisciplinary Research, 6(3), 1–18. https://multijournals.org/index.php/excellencia-imje/article/view/2463

Reyes, V., Hamid, M. O., & Hardy, I. (2021). When reforms make things worse: School leadership responses to poverty, disasters, and cultures of crises in the Philippine education system. International Journal of Leadership in Education, 25(2), 331. https://doi.org/10.1080/13603124.2021.2009038

Robinson, V. M. J. (2021). Leadership for learning: How top and middle school leaders affect student outcomes. Corwin Press.

Robinson, V. M. J., & Gray, J. (2021). What difference does school leadership make to student outcomes? Journal of Educational Change, 22(2), 183–202.

Rodriguez, M. T., & de Guzman, A. B. (2023). Management practices and teachers’ performance: The relationship between classroom management and teacher effectiveness. Philippine E-Journals, 11(2), 31914.

Rodriguez, M. T., & de Guzman, A. B. (2023). Teachers’ classroom management practices and learners’ engagement in Philippine public schools. International Journal of Studies in Applied Theories, 5(3), 9872–9888.

Roque, J. (2023a). Revisiting the level of school-based management in public elementary schools of Santiago City, Isabela, Philippines. Journal for Educators Teachers and Trainers, 14(1). https://doi.org/10.47750/jett.2023.14.01.012

Roque, J. (2023b). The effect of the implementation of school-based management in decision makers and stakeholders of selected public schools in the Philippines. Journal for Educators Teachers and Trainers, 14(2). https://doi.org/10.47750/jett.2023.14.02.028

Rumberger, R. W., Parreño, E. L., & Bibon, J. R. (2025). Predictors of students-at-risk of dropping out in the Philippines. International Journal of Research and Innovation in Social Science, 9(11), 6329–6336.

Sabarre, R. C., Reyes, R. S., & Bautista, J. M. (2024). Practices of ensuring validity and reliability of assessment tools among secondary school teachers in Region 10. E-Journal of the Research and Innovation in Social Sciences, 9(2), 33272.

Sebastian, J., Allensworth, E., & Huang, H. (2021). The role of teacher leadership in improving student learning. Educational Administration Quarterly, 57(3), 358–392.

Saro, J., Silabay, A., Lumbanon, J., Pepugal, E., & Pareja, M. (2022). School-based management: Reevaluating and innovating learning outcomes to refine schools’ performances and practices. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7087798

Shoib, N. A. M., Talip, R., & Sukor, N. (2025). Decision making and educational leadership: A comprehensive systematic review. International Journal of Education Psychology and Counseling, 10(57), 933. https://doi.org/10.35631/ijepc.1057060

Susanto, T. T. D., Maulida, R., Amelia, A. R., & Taqiyya, H. (2025). Analisis metode pengambilan keputusan untuk peningkatan mutu sekolah: Tinjauan pustaka sistematis terhadap studi tahun 2015-2025. Journal of Education Research, 6(3), 597. https://doi.org/10.37985/jer.v6i3.2414

Sy, M. J., Santos, L. T., & Bautista, R. C. (2024). Supporting learners’ transition from primary to junior high school in the Philippine K–12 system. Journal of Education and Learning (EduLearn), 18(1), 145–160.

Tanudra, C. B. (2025). Teacher empowerment and organizational culture: Their influence on the involvement in school decision-making. International Journal of Research Publication and Reviews, 6(8), 1936. https://doi.org/10.55248/gengpi.6.0825.2933

Tian, M., Newman, J., & Leithwood, K. (2022). Shared leadership and student outcomes in Asian schools: A meta-analysis. Journal of Educational Administration, 60(4), 412–430. https://doi.org/10.1108/JEA-05-2021-0123

Töre, E. (2022). The effect of school managers’ five-factor personality traits on decision-making processes. International Journal of Psychology and Educational Studies, 9(3), 730. https://doi.org/10.52380/ijpes.2022.9.3.767

Valdez, L. G., Reyes, R. S., & Bautista, J. M. (2025). The status of learning environment in Malinao District, School Year 2024–2025. International Journal of Studies in Research and Assessment, 6(1), 1435–1450.

Villanueva, R. (2024). Student dropout rates in Morong National High School: A trend analysis. Scribd Research Document. https://www.scribd.com/document/850775037/Student-Dropout-Rates-in-Morong-National-High-School-A-Trend-Analysis

Yazıcı, Ş. (2024). Is there a relationship between school principals’ learning agility and decision-making styles? The effect of gender as a moderating factor. International Journal of Psychology and Educational Studies, 11(1), 36. https://doi.org/10.52380/ijpes.2024.11.1.1279

Zhan, X., Anthony, B., Goddard, R., & Beard, K. S. (2023). Development, factor structure, and reliability of the Shared Instructional Leadership Scale in public secondary schools. Educational Management Administration & Leadership, 51(5), 1145–1165. https://doi.org/10.1177/1741143220963103