Abstract
This study aimed to determine the implementation of school-based management of selected public elementary schools in District II-D Antipolo City, which served as input for an action plan for the school year 2025-2026. Regarding leadership and governance, the teacher-respondents got a composite mean of 3.67, while the parent-respondents got 3.59, both verbally interpreted as very strongly Agreeing. In terms of curriculum and learning, the teacher-respondents got a composite mean of 3.67, while the parent-respondents got 3.76, both of which were verbally interpreted as very strongly Agreeing. In terms of accountability and continuous improvement, the teacher-respondents got a composite mean of 3.44, while the parent-respondents got 3.68, both of which were verbally interpreted as very strongly Agreeable. In terms of resource management, the teacher-respondents got a composite mean of 3.7, while the parent-respondents got 3.70, both of which were verbally interpreted as very strongly agreeing. Significant Differences: the study identified notable disparities in the perceptions of the two groups of respondents regarding the implementation of school-based management, particularly in the areas of leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. The two groups of respondents' perceptions are similar regarding the implementation of school-based management concerning the above-cited variables, except for the Management of Resources.
