World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.249-256
DANICA MARFE N. VILLAMOR
Teacher III
Roosevelt Elementary School, San Jacinto Masbate
Abstract
This study examined the impact of School-Based Management (SBM) practices on the implementation of the MATATAG Curriculum at Macarthur Elementary School. Specifically, it assessed the level of SBM practices in terms of leadership and governance, curriculum and instruction, and accountability and continuous improvement; determined the effectiveness of MATATAG Curriculum implementation; and investigated the relationship between SBM practices and curriculum effectiveness. A quantitative descriptive–correlational research design was employed, utilizing purposive sampling among teachers and key stakeholders. Data were gathered through a researcher-made questionnaire based on the Department of Education’s SBM framework (DepEd Order No. 83, s. 2012) and the MATATAG Curriculum guidelines (2023).
Findings revealed that SBM practices moderately supported the implementation of the MATATAG Curriculum, with an overall mean of 3.12, indicating a positive but improvable influence. Leadership and governance were generally effective, particularly in policy alignment, while stakeholder participation requires strengthening. In terms of curriculum and instruction, teachers demonstrated adaptability and confidence; however, gaps were observed in monitoring learner progress and utilizing feedback. The effectiveness of MATATAG Curriculum implementation was rated positively 3.39, highlighting its role in promoting critical thinking, creativity, and technology integration. However, correlation analysis showed a low and non-significant relationship (r = 0.10, p > 0.05) between SBM practices and curriculum effectiveness.
The study concludes that while SBM provides a supportive framework for curriculum implementation, it is not a strong standalone determinant of effectiveness. Other factors such as teacher competence, resource availability, and institutional support also play critical roles. It is therefore recommended that schools strengthen stakeholder engagement, enhance monitoring and evaluation systems, promote data-driven instructional practices, and provide continuous professional development for teachers. Improving resource provision and ensuring alignment between curriculum standards and instructional practices are also essential. These measures are necessary to maximize the effectiveness and sustainability of MATATAG Curriculum implementation.
Keywords: School-Based Management, MATATAG Curriculum, curriculum implementation, leadership and governance, educational reform, Philippines
https://doi.org/10.65494/pinagpalapublishing.182
