Abstract
School-Based Management (SBM) has been institutionalized in the Philippines to promote decentralization, participatory governance, and accountability in education. Despite policy frameworks, gaps remain in implementation, particularly in curriculum contextualization, learning environment inclusivity, leadership evaluation, and governance transparency. The study employed a descriptive-comparative design, gathering data from teachers, school heads, and stakeholders across selected schools. Demographic variables such as age, sex, educational attainment, and average family monthly income were considered. Data were analyzed using descriptive statistics and comparative measures to determine differences in perceptions of SBM implementation. Findings revealed that SBM implementation was generally perceived as effective, with strong practices in curriculum contextualization, gender-sensitive teaching, and participatory governance. Female teachers and those with higher educational attainment reported stronger engagement in curriculum and teaching. Income levels influenced perceptions of governance and accountability. However, gaps were noted in attendance monitoring and leadership evaluation, with only partial compliance to systematic tracking and transparency mechanisms. Local literature emphasized contextualization and inclusivity, while foreign studies highlighted decentralization, equity, and participatory accountability, showing convergence in the importance of stakeholder involvement. SBM fosters equity, inclusivity, and accountability but requires strengthened monitoring systems, participatory leadership practices, and equitable governance structures. An enhancement plan is recommended to address these gaps, ensuring that SBM implementation remains responsive, transparent, and sustainable. This study contributes to the growing body of literature on SBM in the Philippine context and serves as a reference for future research on participatory governance and school improvement.
Keywords: SBM, school-based management, leadership, policy framework