Enhancing School Performance through Effective School-Based Management in Lingig II District, Surigao del Sur: A Descriptive-Correlational Analysis

Abstract

This study examined the relationship between School-Based Management (SBM) implementation and school performance among integrated public schools in Lingig II District, Surigao del Sur. A quantitative descriptive-correlational design was employed using complete enumeration of 70 public school teachers from seven integrated schools. Data were gathered through an adapted survey questionnaire based on the Department of Education Revised School-Based Management Assessment Tool under DepEd Order No. 83, s. 2012. Weighted mean and standard deviation described the level of SBM implementation and school performance, while Pearson's product-moment correlation coefficient tested the relationship between the variables at the .05 level of significance. SBM implementation was highly evident overall (M = 3.63), with Accountability and Continuous Improvement obtaining the highest mean (M = 3.82), followed by Leadership and Governance (M = 3.67), Management of Resources (M = 3.57), and Stakeholder Participation (M = 3.47). School performance was likewise highly evident overall (M = 3.58), led by Teacher Performance (M = 3.93), followed by School Climate (M = 3.50) and Students' Academic Achievement (M = 3.31). Standardized assessment performance was the most notable area requiring improvement. Correlation analysis revealed a statistically significant positive relationship between SBM implementation and school performance (r = .3112, p = .009). The findings indicate that stronger SBM implementation is associated with better perceived school performance, although the modest relationship suggests that other contextual and instructional factors also contribute to school outcomes. The study recommends stronger instructional alignment, deeper stakeholder participation, needs-based resource allocation, and data-driven remediation.