Progressive Analysis of School-Based Management Program in Relation to Environmental Roles and Performance of Division of Antipolo City Schools: Basis for Quality Management System

Abstract

The study focused on the School-Based Management implementation and school performance in Division of 
Antipolo City as basis for quality management system intervention program. The Researcher concentrated on 
the three consecutive years’ performances of school, environmental roles and implementation of school basedmanagement to evaluate its relationship and differences. 
The respondents of the study were the total population of school heads in the division and the School-Based 
Management team per school. SBM Assessment Scores and Documentary Analysis was utilized by the Researcher 
in evaluating the implementation and performances of school. SBM Assessment highlights on the leadership and 
governance, curriculum and instruction, accountability and continuous improvement and management of resources 
while school performances converge thematic area, namely enrolment, drop-out, cohort-survival, completion and 
test result. Furthermore, environmental roles focus on change of leadership, attitude and participation, monitoring 
and evaluation, and sustainability.
Descriptive research design was utilized in the study since the respondents will determine the level of implementation 
of School-Based Management in their respective school using questionnaire-checklists based on the revised SBM 
Assessment Tool adopted by the division. School documents were gathered by the Researcher to determine the school 
performances in the division. To determine the environmental roles, Researcher-made questionnaire checklists were 
validated by the experts in the field and employed in the study. The result of the study made an intervention program 
focused on quality management system which will be presented in the division for further reference and action.
Based on the findings, the following conclusions were drawn: The level of School-Based Management is “Strongly 
Implemented” in schools of the Division of Antipolo City. Moreover, the level of performance of schools in the 
Division of Antipolo City for the last three years is in Satisfactory Level. There is significant relationship between the 
level of School-Based Management implementation and the school performance for the last three years in terms of 
drop-out, cohort-survival and test results of the pupils. There is no significant relationship between the level of SchoolBased Management implementation and the school performance for the last three years in terms of enrolment and 
completion rates. Furthermore, the level of School-Based Management in relation to environmental roles is “strongly 
implemented”. There is significant relationship between level of School-Based Management implementation and 
the environmental roles in attitudes and participation. On the contrary, there is no significant relationship between 
level of School-Based Management implementation and the environmental roles such as change of leadership, 
monitoring and evaluation, and sustainability. Finally, the results of the study prompted the Researcher to propose a 
Quality Management System Intervention Program to contribute on the improvement of School-Based Management
implementation, school performance and environmental roles in the Division of Antipolo City.