Abstract
Effective school management plays a crucial role in enhancing educational outcomes, particularly in regions facing unique socio-economic and cultural challenges. This study examines the management process in implementing the School Improvement Plan (SIP) among public elementary schools in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). Grounded in Henry Fayol's Management Theory, the study explores key management functions—planning, organizing, controlling, activating, implementing, and monitoring—and their impact on school improvement outcomes. Using a predictive-correlational research design, data were collected from 281 respondents, including school heads and teachers, across 18 central public elementary schools in four divisions of BARMM. The findings revealed that all management functions were practised, with monitoring being the most emphasized. The study also found that SIP outcomes were generally achieved, particularly in instructional delivery and student learning development, though challenges remained in instructional resource development, particularly in technology access and infrastructure. Pearson correlation analysis indicated a strong positive relationship between school management processes and SIP outcomes, with monitoring emerging as the strongest predictor of success. The study underscores the importance of efficient management strategies in achieving school improvement goals. To ensure the sustainability of school improvement efforts, it recommends increased funding for instructional resources, capacity-building initiatives for school leaders, and enhanced stakeholder collaboration. By addressing identified gaps and leveraging effective management practices, educational institutions in BARMM can further improve student performance and overall school development.
