The Role of School-Based Management Practices Towards School’s Competence and Learner’s Academic Performance
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 25, Issue 2
Abstract
This study determined the role of school-based management practices towards teacher’s competence and learners’ academic performance. This study utilized a quantitative survey for a descriptive-correlational research methodology. The respondents of this study were the 105 public school teachers and 269 Grade 6 learners in 7 different schools in Maitum East District namely: Malalag Central Elementary School, Maitum Elementary School, Sison Elementary School Pangi Elementary School, Kipakuda Elementary School, Linao Elementary School, Kiayap Elementary School. Based on the results, the extent of school-based management was manifested most of the time in terms of leadership and governance, curriculum and learning, and accountability and continuous improvement, while manifested occasionally in terms of management and resources. Moreover, the level of school competence was very high in terms of transparency and student’s learning outcome, while high in terms of school heads leadership and continuous improvement. Further, majority of the Grade 6 learners obtained a satisfactory academic performance. Furthermore, there was significant relationship between school-based management practices and school competence. Additionally, there was significant relationship between school-based management practices and academic performance of learners. Lastly, multiple linear regression analysis shows that there was a significant relationship between school-based management practices and school competence, and school-based management practices and academic performance of learners.
Authors and Affiliations
Ralph Daniel Saura, Emie Genton
Keywords
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- EP ID EP762361
- DOI 10.5281/zenodo.13743617
- Views 15
- Downloads 0
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