Minimalist Social Media Strategy Presentation With Soft Colors

VARIABLES AFFECTING
THE STAKEHOLDERS'
INVOLVEMENT IN
SBM PROGRAMS
Minimalist Social Media Strategy Presentation with Soft Colors Page 1 of 12

1. RM. No. 008, s. 2022: REGIONAL SCHOOL-
LEGAL
BASED MANAGEMENT (SBM) PROGRESS
WARNER & SPENCER
MONITORING.
BASIS
2. Cabardo, Jimmy Rey Opong
Journal of Inquiry and Action in Education
3. PSALM for empowering educational
stakeholders: Participatory School Administration,
Leadership and Management

Relative to the mandate of
DEPED order no. 83, s.2012
titled Implementing Guidelines
RM. NO. 008, S. 2022: on the Revised School-Based

Management (SBM)
REGIONAL SCHOOL-BASED Framework, Assessment,
MANAGEMENT (SBM) Process and Tool which further
PROGRESS MONITORING. aims to strengthen the SBM

practices of our schools to
improve school performance
and stakeholders' engagement

This study aimed to evaluate the levels of participation of
the school stakeholders to the different school-initiated
activities and the implementation of school-based
management (SBM) in selected schools in the Division of
Davao del Sur for the school year 2014-2015 using a
LEVEL OF PARTICIPATION OF THE SCHOOL descriptive-correlational survey research design. A
STAKEHOLDERS TO THE DIFFERENT researcher-restructured questionnaire was answered by
SCHOOL-INITIATED ACTIVITIES AND THE the 13 school heads, 56 teachers, and 50 stakeholders who
formed part as respondents of this study. The data were
IMPLEMENTATION OF SCHOOL-BASED statistically analyzed using mean, analysis of variance (F
MANAGEMENT test), t-test for independent sample, Pearson r and t-test
CABARDO, JIMMY REY OPONG for the significance of r as statistical tools. In terms of the
JOURNAL OF INQUIRY AND ACTION IN level of participation of the school stakeholders to the
different school-initiated activities, a moderate descriptive
EDUCATION, V8 N1 P81-94 2016 rating was found. The level of SBM implementation was
found to be at Exceeding the Minimum Standard. The level
of participation of the school stakeholders to the different
school-initiated activities can be significantly affected by
the level of SBM implementation.

The paper aims to examine
the effect of implementing
participatory school
PSALM FOR EMPOWERING EDUCATIONAL
STAKEHOLDERS: PARTICIPATORY SCHOOL administration, leadership
ADMINISTRATION, LEADERSHIP AND
MANAGEMENT and management (PSALM) on
the levels of empowerment
among the educational
stakeholders.

School-based management (SBM) is a
standard feature of many current reforms.
While previous research found that poorly
designed and poorly implemented SBM
had few positive effects, recent research
suggests that SBM can improve
instructional programs and produce higher
levels of student learning. This article
KEY ELEMENTS OF A SUCCESSFUL synthesizes research findings from major
SCHOOL-BASED MANAGEMENT studies of SBM to identify the core
STRATEGY elements of a successful SBM strategy. By
comparing schools that successfully used
SBM with schools that struggled to
implement SBM, we generate 8 elements of
schooling that were associated with
successful SBM. In brief, these elements
address vision, decision-making authority,
power, knowledge and skills, information,
rewards, leadership, and resources.

This article reports the use of a Structural Equation
Modelling (SEM) technique as a means of exploring our
understanding of the leadership of Heads of Subject
Departments within School Based Management (SBM)
secondary schools in Hong Kong. Arguments made by
USING A STRUCTURAL EQUATION Gronn (1999, 2000), Spillane et al. (2001) suggest that
MODELLING APPROACH (SEM) TO studies of leadership need to focus more on a

distributed model rather than seeing leadership as
EXAMINE LEADERSHIP OF HEADS OF residing solely in the titular head of the organisation.
SUBJECT DEPARTMENTS (HODS) AS Other recent studies (Busher & Harris 1999; Harris
PERCEIVED BY PRINCIPALS AND VICE- 2001) have examined the role of middle managers. This
PRINCIPALS, HEADS OF SUBJECT article explores SEM as a means of offering important

measurement and insight in this complex area. The
DEPARTMENTS AND TEACHERS WITHIN structural models generated and presented support a
‘SCHOOL BASED MANAGEMENT’ (SBM) new integrative model of the leadership activities and
SECONDARY SCHOOLS: SOME EVIDENCE behaviours of the HODs within SBM secondary schools
FROM HONG KONG in Hong Kong. Some initial findings (Au 2003) are
reported based on a return rate of 83% from a dataset
of 2739 teachers, HODs, school principals and vice-
principals taken from a sample of 110 government and
non-government SBM secondary schools in Hong
Kong.

Leadership provided by the headteacher is
widely acknowledged to be a crucial variable in
determining the effectiveness of schools.
However, the majority of leadership studies
consist of either surveys or interviews which the
researcher has conducted with head teachers or
case studies written by the head teachers which
draw heavily upon their own experience, and as
such are essentially 'autobiographical' in the
GROUNDING KNOWLEDGE OF SCHOOLS perspective they provide on leadership in
IN STAKEHOLDER REALITIES: A MULTI- schools (Ribbins & Sherratt, 1992). The
PERSPECTIVE STUDY OF EFFECTIVE objectives of this article are to: set out a new
SCHOOL LEADERS model of effective school leadership based on
recently completed empirical research;
demonstrate how the multi-perspective
methodology adopted contributed to a critique
of existing models of leadership and the
development of a new grounded model and
discuss the analytical issues raised by the multi-
perspective methodology which involved all the
stakeholders in a school community.

Statement of the Problem:
Determine the extent of stakeholders’ involvement in
the implementation of school programs and project as
to:
Access to information;
Communication process;
Involvement to school programs and projects;
Accountability;
Evaluation;

2. Identify the School-Based Management performance in terms of:
Leadership and Governance;
Accountability and Continuous Improvement;
Curriculum and learning;
Management of Resources;
3. Is there a significant difference between the extent of stakeholders’ involvement on

school program and projects and the School-Based Management performance?
4. Discuss the problems encountered by the stakeholders in the implementation of the
programs and project as perceived by the stakeholder?
5. Develop an Institutional Support Framework based on the results of the study

CONCEPTUAL FRAMEWORK


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VARIABLES AFFECTING

Minimalist Social Media Strategy Presentation with Soft Colors Page 1 of 12

Journal of Inquiry and Action in Education

3. PSALM for empowering educational

stakeholders: Participatory School Administration,

Leadership and Management

Minimalist Social Media Strategy Presentation with Soft Colors Page 2 of 12

RM. NO. 008, S. 2022: on the Revised School-Based

PROGRESS MONITORING. aims to strengthen the SBM

Minimalist Social Media Strategy Presentation with Soft Colors Page 3 of 12

STAKEHOLDERS TO THE DIFFERENT researcher-restructured questionnaire was answered by

Minimalist Social Media Strategy Presentation with Soft Colors Page 4 of 12

Minimalist Social Media Strategy Presentation with Soft Colors Page 5 of 12

Minimalist Social Media Strategy Presentation with Soft Colors Page 6 of 12

MODELLING APPROACH (SEM) TO studies of leadership need to focus more on a

PRINCIPALS, HEADS OF SUBJECT article explores SEM as a means of offering important

Minimalist Social Media Strategy Presentation with Soft Colors Page 7 of 12

Minimalist Social Media Strategy Presentation with Soft Colors Page 8 of 12

Minimalist Social Media Strategy Presentation with Soft Colors Page 9 of 12

3. Is there a significant difference between the extent of stakeholders’ involvement on

Minimalist Social Media Strategy Presentation with Soft Colors Page 10 of 12

Minimalist Social Media Strategy Presentation with Soft Colors Page 11 of 12

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