Impact of School-Based Management Practices on Elementary Teachers’ Performance: A Study of Administrative Approaches

The main purpose of this study was to examine the School-Based Management (SBM) practices in elementary schools within Poona Piagapon District II, Division of Lanao del Norte during the 2023-2024 school year, focusing on the demographic profiles of administrators and teachers, the frequency of SBM practices, and the relationship between SBM practices and teacher performance. The descriptive survey method, utilizing a questionnaire checklist, included 167 respondents, with statistical analyses such as frequency count, mean computations, t-test, and analysis of variance applied to the data. Findings revealed that most respondents were female; administrators were primarily aged 41-50, while teachers were aged 31-40, and many had 11-20 years of experience. All administrators held master's degrees, whereas many teachers held bachelor's degrees. SBM practices, including leadership, stakeholder participation, resource management, and improvement processes, were only sometimes practiced, with no significant differences based on gender, age, length of service, or educational attainment. Teacher performance was rated as very satisfactory, and a significant relationship was found between SBM practices and teacher performance. The study concluded that many teachers had not pursued graduate education and SBM practices were inconsistently implemented. It recommended encouraging teachers to pursue graduate studies, prioritizing SBM practices, and striving for improved teacher performance.