Abstract
This quantitative correlational study investigated the relationships among the implementation of School-Based Management (SBM), Teacher Empowerment (TE), and School Performance in secondary schools within the Barili 2 District. The study utilized a sample of 124 educators, primarily female, highly educated (Master's level), and stable classroom teachers, whose perspectives heavily influenced the findings. The results consistently demonstrated high positive perceptions across all measured variables. SBM implementation (Overall WM=4.25) and School Performance (Overall WM=4.24) were both rated as Very High (Strongly Agree). Teacher Empowerment was rated High (Agree, Overall WM=4.06), with substantial classroom autonomy but weaker involvement in strategic curriculum decisions (WM=3.84). Crucially, the study established a strong, statistically significant positive correlation between each dimension of SBM (Leadership and Governance, Curriculum and Instruction, and Resource Management) and each indicator of perceived School Performance. This strong link suggests that decentralized management, staff empowerment, and collaborative governance are highly effective predictors of a robust and high-performing school environment. The key conclusions highlight that successful SBM execution is a strong driver of higher perceived school performance. However, opportunities exist to enhance core instructional outcomes, formalize teacher involvement in strategic decisions, and optimize human resource deployment. The study recommends institutionalizing structured mechanisms for teacher participation and integrating data-driven decision-making to elevate performance in core academic areas.
