Structural Equation Model of School-Based Management Practices and Teachers’ Commitment In Secondary Schools

Abstract

This study primarily focused on assessing the implementation level of School-Based Management (SBM) and formulating a structural equation model in the public secondary schools of the Zamboanga del Norte Division. A total of 3,317 students and 63 secondary teachers and school administrators from the public secondary schools in the division of Zamboanga del Sur, Philippines, were the respondents of the study. The research used the descriptive-comparative and correlational design with the questionnaire checklist as the primary data-gathering tool. The Cronbach alpha coefficient was calculated using the SPSS to establish the internal reliability of the set of questionnaires. The analysis of data was done using the Weighted Average Mean and Pearson Correlation Coefficient. Multiple Regression Analysis was employed in the structural equation model. All tests of inference were analyzed using SPSS. The findings disclosed that the SBM implementation level, along with Leadership and Governance, Curriculum and Learning, Accountability and Continuous Improvement, and Resource Management, are fully implemented in the public secondary schools of Zamboanga del Norte Division. In addition, it was found out that an insignificant difference existed in the level of SBM implementation among the four secondary schools, and no significant correlation between the school’s level of SBM implementation and the schools’ performance. Furthermore, the equation suggests that the variables of leadership and resources positively contributed to the school performance with coefficients of 1.154 and 0.075, respectively. On the other hand, the curriculum and accountability negatively predict the school performance with coefficients of -1.425 and -.271.

Keywords: School Based Management (SBM), Structural equation model, SBM practices

JEL Classification: I20