Confronting Challenges of School-Based Management in a Developing Country

Autor/inn/en	Villanueva, Jonathan S.; Ortega-Dela Cruz, Ruth A.
Titel	Confronting Challenges of School-Based Management in a Developing Country
Quelle	In: Journal on School Educational Technology, 17 (2022) 3, S.44-55 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	School Based Management; Foreign Countries; Developing Nations; Teacher Attitudes; Administrator Attitudes; Secondary Schools; Public Schools; Educational Facilities; Instructional Materials; Time on Task; Student Behavior; Behavior Problems; Parent Participation; English (Second Language); Language Teachers; Science Teachers; Mathematics Teachers; Educational Quality; Educational Strategies; Philippines + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Lehrerverhalten; Sekundarschule; Public school; Öffentliche Schule; Bildungsstätte; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Zeitaufwand; Student behaviour; Schülerverhalten; Elternmitwirkung; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Quality of education; Bildungsqualität; Lehrstrategie; Philippinen
Abstract	School-Based Management (SBM) has served as a key reform program, concretizing decentralization in the basic education sector in different parts of the world, including the Philippines. The study used qualitative research methods, including key informant interviews and focus groups of faculty and administrators, to explore the challenges of SBM in the area of curriculum and learning in a public secondary school. Results revealed that poor foundation of basic knowledge, inadequate school facilities and instructional materials, non-observance of time on task policy, students' misbehaviour and poor academic interest, low parental support, as well as errors in learners' materials were among the challenges being confronted by English, Science, and Mathematics (ENSCIMA) teachers that affect the successful implementation of the curriculum and learning. The study recommended different strategies, which include benchmarking activities through school-to-school partnerships, immersion activities, organization of a quality management team, remedial and intervention sessions, additional School Learning Action Cell (SLAC) and In-Service Training (INSET) sessions, student orientation, parents' summit, for a symposium, and write-shop. These activities, if collaboratively undertaken by various stakeholders, will help address the challenges that would result in efficient SBM, leading to a successful and quality education in the country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01