World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), p.284
Faith P. Sibug
Tarlac State University
ABSTRACT
Analyzing the School-Based Management (SBM) level of practices is vital to help educators, administrators, and policymakers understand how decentralizing decision-making improves school performance, stakeholder engagement, and accountability. It provides them with insights into both the benefits and challenges of implementing SBM in real-world contexts. Examining the National Achievement Test (NAT) results is equally important for identifying strengths and weaknesses in student learning, guiding curriculum improvements, and informing educational policy decisions. It offers evidence-based insights that schools, teachers, and the Department of Education (DepEd) can use to enhance teaching strategies and overall academic performance.
This study underscores the critical link between the effective implementation of School-Based Management (SBM) and the improved performance on the National Achievement Test (NAT) among junior high schools in the Mabalacat City Division over three consecutive school years (2019–2022). Employing a descriptive-correlational research design, the study examined combined SBM assessment data and Grade 10 NAT scores in Problem Solving, Information Literacy, and Critical Thinking from 13 junior high schools. Results showed that most schools consistently reached either “Advanced” or “Maturing” levels in SBM across the four key areas: Leadership and Governance, Curriculum and Instruction, Accountability and Continuous Improvement, and Management of Resources.
However, despite these strong SBM ratings, students’ NAT performance stayed within the “Low Proficient” range across all assessed 21st-century skills. Although some correlations did not reach statistical significance due to the limited sample size, clear positive relationships were observed between SBM domains and NAT performance, particularly with Critical Thinking. These results point to a notable gap between well-developed SBM practices and actual student outcomes in higher-order thinking skills.
To address this, the study proposed an action plan based on the four SBM principles, aimed at more directly connecting school management efforts with improvements in teaching practices, curriculum delivery, and the strategic use of resources to strengthen students’ 21st-century skills and NAT results. The study highlights the importance of the Mabalacat City Division adopting a clearer focus on student learning outcomes and strengthening the capacity of educators and school leaders. Additionally, it emphasizes the need to enhance data-driven monitoring and evaluation systems. By implementing these improvements, effective school management can lead to significant and measurable enhancements in student achievement.
Keywords: School-Based Management (SBM), National Achievement Test (NAT), 21st- century skills, Educational Management, Action Plan
https://doi.org/10.65494/pinagpalapublishing.55
