Abstract
This study investigates the extent of curriculum customization and adaptation for learners’ success within the framework of School-Based Management (SBM) in public secondary schools in the Pasacao District. Utilizing a descriptive-quantitative research design, data were gathered from 80 teachers and school heads via a structured survey questionnaire. The findings reveal that the implementation of SBM is uneven across its domains, with Leadership and Governance and Management of Resources being implemented vigorously, while Curriculum and Instruction and Accountability and Continuous Improvement were implemented weakly. The extent of curriculum customization and adaptation, measured through student engagement, academic performance, classroom behavior, and teacher-student relationships, was found to be moderate. A significant positive relationship was identified between the overall implementation of SBM and the level of curriculum customization and adaptation, with the Management of Resources domain showing the strongest correlation. The study concludes that while SBM provides an enabling framework for curriculum flexibility, significant challenges persist, including limited resources, inadequate teacher training, heavy workloads, and socio-economic barriers. Recommendations are directed towards strengthening SBM practices, enhancing teacher capacity, mobilizing resources, and fostering community partnerships to fully realize the potential of curriculum customization for learner success.
