World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,535-342
RONAN C. RELOVA
School Principal I, Bolo National High School
DepEd Division of City Schools Masbate City
Abstract
This study examines the status of implementation of selected School-Based Management (SBM) practices by principals and teachers in public secondary schools in the Second Congressional District of Masbate during the 2024-2025 school year. The study employed a descriptive-survey research design to gather data on the demographic profiles of school principals and teachers, their perceptions of SBM practices, and the challenges encountered by school principals. The findings reveal that most principals are mid-career professionals with advanced qualifications and high performance ratings. The majority of teachers are relatively young with strong professional performance. SBM practices, particularly in planning, organizing, directing, and monitoring, were generally implemented effectively, though areas such as program structuring and stakeholder collaboration require improvement. School principals face significant challenges in areas such as stakeholder engagement, conflict resolution, and resource management. These challenges, along with issues in instructional leadership and staff development, were considered very serious by respondents. The study also found that there were no significant differences in the perceptions of management practices and challenges between principals and teachers. Based on the findings, the study recommends enhancing professional development programs for both principals and teachers, strengthening stakeholder collaboration, and providing targeted capacity-building programs to address leadership challenges in SBM implementation.
Keywords: School-Based Management, School Principals, Leadership Practices, Teacher Performance, Educational Leadership, Public Secondary Schools
