Exploring the Relationship Between School Heads' Participative Leadership and School-Based Management Practices: Inputs for Policy Enhancement

Abstract

This study explored the relationship between school heads’ participative leadership and School-Based Management (SBM) practices in public schools within the Schools Division Office of Gapan City. Anchored on the Systems Theory Framework, the study examined how participative leadership contributes to effective school governance and stakeholder engagement in the implementation of SBM. Specifically, the study assessed participative leadership and SBM practices in terms of curriculum and teaching, learning environment, leadership, governance and accountability, human resource and team development, and finance and resource management and mobilization. The study utilized a descriptive-correlational research design. Respondents consisted of 33 elementary school heads and 8 secondary school heads from public schools in Gapan City. Data were gathered through a survey questionnaire on participative leadership and the accomplished SBM Self-Assessment Checklist. Statistical tools such as frequency count, weighted mean, and correlation analysis were used in interpreting the data. Findings revealed that school heads generally demonstrated a high level of participative leadership and effective SBM practices across all indicators. Furthermore, results showed a significant relationship between school heads’ participative leadership and SBM practices, indicating that collaborative and inclusive leadership approaches positively influence school governance and management. The study highlights the importance of strengthening stakeholder participation, shared decision-making, and collaborative leadership in achieving effective school-based management. Based on the findings, inputs for policy enhancement were proposed to further improve leadership practices and SBM implementation in public schools.