Current Language EN
English English Türkçe Türkçe Español Español Português Português Pусский Pусский Filipino Filipino Tiếng Việt Tiếng Việt हिन्दी हिन्दी العربية العربية বাংলা বাংলা Deutsch Deutsch 中文 中文
Research Article

Barriers and Recommendations of Stakeholders’ Engagement in the School-Based Management Programs

563 reads
Angie Alcala , Jessie Quesea
Psych Educ Multidisc J, 2025, 50 (10), 1191-1202, DOI: https://doi.org/10.70838/pemj.501008, ISSN 2822-4353
Verified on SciChain · token #6955 of SciMatic Articles (ERC-1155, 1,000,000 tokens)
Contract 0x0E596B4b…F05eF8 · mint transaction · verify the record
Proof of record · recorded 2026-10-17 · anchored on SciChain · Verify (opens in a new tab) · record

Abstract

School-Based Management (SBM) served as a key strategy for enhancing education governance in the Philippines by promoting participatory decision-making and shared accountability among stakeholders. Despite its promise, its implementation in public secondary schools remained constrained by resource limitations, communication issues, and inconsistent stakeholder participation. This study explored barriers and formulated recommendations to strengthen stakeholder engagement in SBM implementation in public secondary schools in Lucena City. Anchored on Republic Act No. 9155 and DepEd Order No. 007, s. 2024, the study employed a convergent parallel mixed-methods design integrating quantitative and qualitative data to obtain a comprehensive understanding of stakeholder experiences. A total of 360 stakeholders, comprising school heads, teachers, parents, alums, and community representatives, responded to a structured survey, while a purposive sample participated in semi-structured interviews. Quantitative findings revealed significant barriers across the four SBM dimensions: conflicting work schedules (WAM = 3.64), poor communication systems (WAM = 3.03), limited authority in resource allocation (WAM = 3.35), inadequate access to school data (WAM = 3.55), lack of experiential learning tools (WAM = 3.62), and weak monitoring systems (WAM = 3.58), with significant variations in perceptions across demographic profiles. Qualitative analysis reinforced these findings, highlighting limited empowerment, a lack of transparency, and insufficient collaboration. Integration of both data strands confirmed that structural and relational barriers jointly impeded effective stakeholder participation. Based on these insights, the study proposed Enhanced Programs, Projects, and Activities (PPAs) that include leadership capacity-building, curriculum co-creation workshops, transparency initiatives, and resource governance training to promote inclusive, participatory, and sustainable school governance.

Keywords barriers School-Based Management school-based management (SBM) secondary school stakeholders’ engagement
Authors 2
View Publication Certificate Order a Printed Certificate For this article's authors: $50.00 ($35.00 to the Philippines), shipping included. View PDF Cite This Article Back to Archives

The team behind this paper

2 authors, 1 institution.

This paper Sacred Heart College of Lucena — Philippines Sacred Heart College of… 2 authors Angie Alcala — corresponding author AA Angie Alcala ✉ Jessie Quesea JQ Jessie Quesea

Readership

563 reads over 12 months.

December 2025 November 2026

Related work on SciMatic

Closest of 30 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

On SciChain

This article is token #6955 of SciMatic Articles (ERC-1155): 1,000,000 tokens, minted once, never more. The chain also stores a fingerprint (SHA-256) of the article's record, so anyone can check that it has not been altered.

HolderWalletTokens
SciMatic 0xc35709…277732 100,000 (10%)
Angie Alcala 0x3B1611…6B2783 450,000 (45%)
Jessie Quesea 0xd9882d…6371b3 450,000 (45%)
Content hash 0xbe97db3f0b58a28e37b5f9ef0d8fb0421a828acd59840b42b926940968019a4f
View on the explorer Verify the record Mint transaction

Bibliographic Information

Angie Alcala, Jessie Quesea, (2025). Barriers and Recommendations of Stakeholders’ Engagement in the School-Based Management Programs, Psychology and Education: A Multidisciplinary Journal, 50(10): 1191-1202
Bibtex Citation
@article{angie_alcala2025pemj,
author = {Angie Alcala and Jessie Quesea},
title = {Barriers and Recommendations of Stakeholders’ Engagement in the School-Based Management Programs},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {50},
number = {10},
pages = {1191-1202},
doi = {10.70838/pemj.501008},
url = {https://scimatic.org/show_manuscript/6955}
}
APA Citation
Alcala, A., Quesea, J., (2025). Barriers and Recommendations of Stakeholders’ Engagement in the School-Based Management Programs. Psychology and Education: A Multidisciplinary Journal, 50(10), 1191-1202. https://doi.org/10.70838/pemj.501008

Author Information

  • To change your profile photo, login to scimatic.org, go to your profile and change the photo.
  • Any photo that shows your face will do: we crop it to your head and shoulders and give it a plain background automatically.
  • To sign in, go to Sign in and enter the e-mail address registered with the article: we e-mail you a one-time sign-in link (there is no password).
  • In case of any other problem, contact your editor directly or write to us at info @ scimatic.org