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100			_e _e _aMujal, Roselyn D. _d _b4 _u _c0 _q16
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245		0	_a _aShared governance for improved school performance / _d _b _n _cRoselyn D. Mujal. _h6 _p
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300			_e _e _c28 cm. _axvi, 114 pages _b
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336			_b _atext _2rdacontent
337			_3 _30 _b _aunmediated _2rdamedia
338			_3 _30 _b _avolume _2rdacarrier
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500			_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2010.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56
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520			_b _b _c _aABSTRACT: Decentralization and school-based management are the manifestations of globalization where decision-making is placed on the hands of school administrators, together with the different stakeholders, teachers, parents, students, local government units, non-governmental and governmental organizations towards shared governance for improved school performance. Hence, the researcher aims to determine the role of the school community in the improvement of school's performance; the leadership of the school principal in attaining quality instructional outputs; and the factors that affect the implementation of school-based management. Specifically, this study seeks answers to the following questions: 1. What is the degree of participation of the respondents towards shared governance in the following variables: a. School leadership; b. Internal Stakeholders' Participation; c. External Stakeholders' Participation; d. School Improvement Process; e. Resource/ Financial Management; and f. School Performance Accountability? 2. What is the degree of influence of the implementation of SBM on school performance? 3. Is there a significant difference in the degree of participation of the respondents among the six districts in the following variables: a. School leadership; b. Internal Stakeholders' Participation; c. External Stakeholders' Participation; d. School Improvement Process; e. Resource/ Financial Management; and f. School Performance Accountability? 4. Is there a significant difference in the school performance among the six districts during the implementation of SBM? 5. Is there a significant relationship between the degree of participation of the respondents and the school performance in selected schools in the six districts? 6. What factors may impede the respondents in the performance of their duties/ roles in the implementation of SBM? The research study made use of the descriptive survey method and utilized the researcher-devised instrument. The items were conceived based on the literature reviewed and readings from SBM Manual 2006, SBM Manual 2009, SBM Primer on School Performance Accountability, SBM Primer on Management Practices and some of the items were chosen based from the present school situation. The data gathered were tabulated using the computer generated technique or the SPSS and were statistically treated using the frequency, percentage, F-test, One-Way Anova nd Pearson R. SUMMARY OF FINDINGS: 1. Findings showed that school administrators, teachers, parents and students participated much in school leadership, internal stakeholders' participation, external stakeholders' participation, school improvement process, resource/ financial management and school performance accountability. 2. In relation to the implementation of SBM on school performance, the degree of influence was very high evident among school administrators, teachers, parents and students. 3. There was a significant difference in the respondents' degree of participation in terms of school leadership in District I and V. However, in other variables there was no significant difference. 4. There was no significant difference on school performance among the six districts during the implementation of SBM. 5. There was no significant relationship between the degree of participation of the respondents and the school performance in selected schools in six districts. 6. As to the factors that impede the respondents in the performance of their duties/ roles in the implementation of SBM, school administrators, teachers, parents and students moderately manifested some challenges in the performance of their duties / roles. CONCLUSIONS: 1. Data showed that school administrators, teachers, parents and students participated much in the six variables namely; school leadership, internal stakeholders' participation, external stakeholders' participation, school improvement process, resource/ financial management and school performance accountability. 2. Data showed the degree of influence of the implementation of SBM on school performance was very high evident among school administrators, teachers, parents and students. 3. Results also revealed that there was a significant difference in the respondents' degree of participation in terms of school leadership in Districts I and V. The first null hypothesis was rejected with a P value of .016 hence the alternative was accepted. This showed that the five variables had no significant difference except in school leadership. 4. Data showed that there was no significant difference in the school performance among the six districts during the implementation of SBM. The second null hypothesis was accepted and the alternative was rejected. 5. Data showed that there was no significant relationship between the degree of participation and the school performance in selected schools in six districts. 6. As to the factors that impede the respondents in the performance of their duties and roles, school administrators, teachers, parents and students manifested moderately some impediments in the performance of their duties. RECOMMENDATIONS: To the School Superintendents: 1. A continuous assessment of SBM implementation in the six variables: school leadership, internal stakeholders' participation, external stakeholders' participation, school improvement process, resource/ financial management and school performance accountability. 2. A continuous evaluation of the Division School Performance Indicators by comparing previous and current performance based on the set targets thereby addressing the areas that need focus and direction. 3. Conduct regular trainings/ seminars for administrators to upgrade their leadership and management styles to be adaptable to the environmental, technological and global changes. To the Division Supervisors: 1. Conduct a regular In-Service Trainings/ Seminars to improve teachers' competencies in curricular and instructional delivery. 2. Design a concrete intervention programs and remediation techniques anchored on the least mastered competencies in different learning areas for improved academic performance. 3. Trainings and seminars must focus on the least mastered competencies of students. To the School Administrators 1. Promote shared governance with internal and external stakeholders and intensify their participation through the School Governing Council, enhancement programs, orientation seminars, lectures and consultations to become aware of SBM objectives. 2. Conduct a regular School-Based In-Service Trainings and Seminars for teachers to improve academic and school performance. 3. Sponsor a Responsible Parenthood Seminar and Orientation Programs for LGUs, NGOs, and local officials to forge partnerships and to promote shared governance. To the Teachers: 1. Design a realistic and concrete individual plan to address students' needs and concerns. 2. Improve one's competencies through continuous professional growth and studies. 3. Be an active participant in the school improvement process and school performance accountability. To the Parents: 1. Involve in small group sessions to become aware of one's roles and responsibilities in relation to SBM objectives. 2. Participate actively in the School Governing Council to contribute to the school improvement process. 3. Join Responsible Parenthood Seminar to enlighten one's duties in the guidance of children. To the Students: 1. Set personal direction and focus towards academic improvement in terms of high achievement. 2. Establish open communication to parents and guardians regarding the progress of one's learning as well as academic-related needs and concerns. 3. Solicit advices from NGOs, LGUs, GOs regarding environmental and social concerns that affect the school community. To the School Governing Council: 1. Encourage members to actively participate in the school's planning efforts and decision-making policies anchored on SBM objectives. 2. Create committees to disseminate information related to school meetings, assemblies and forums, to plan projects and programs and to create resources/ funds for the smooth facilitation and performance in the exercise of one's tasks and responsibilities. _u
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