Abstract
This study examines the impact of School-Based Management (SBM) implementation on the academic performance of public secondary schools in the Pasacao District, Division of Camarines Sur, Philippines. Utilizing a descriptive-quantitative research design, data were gathered from 85 respondents, including school heads and teachers, through a validated survey questionnaire. The research assessed the extent of SBM implementation across four key domains—Leadership and Governance, Curriculum and Instruction, Accountability and Continuous Improvement, and Management of Resources—and analyzed their relationship with academic performance indicators, including National Achievement Test (NAT) results, promotion and retention rates, and dropout rates. The findings revealed that the extent of SBM implementation varied across domains. Management of Resources was rated very highly (Grand Mean = 3.99), followed by Leadership and Governance (Grand Mean = 3.12). In contrast, Curriculum and Instruction (2.44) and Accountability and Continuous Improvement (2.56) were identified as areas for improvement. Academic performance was moderate, with NAT results rated satisfactorily (3.12), but promotion/retention rates (2.44) and dropout rates (2.56) remained significant challenges. A Pearson correlation analysis revealed a significant positive relationship between overall SBM implementation and academic performance (r = 0.354, p = 0.002), with Management of Resources exhibiting the strongest correlation. The study concludes that while SBM has a positive effect on academic outcomes, its effectiveness is hindered by challenges such as resource disparities, inadequate stakeholder participation, limited leadership capacity, and socio-economic constraints. It recommends strengthening leadership training, enhancing curriculum localization, improving accountability mechanisms, and fostering stronger community partnerships to fully realize the benefits of SBM and improve student achievement in the district.
