IJECE Published Article Details

Abstract This study explored the lived experiences of school heads in SBM implementation using Collaizi’s phenomenological approach with transcribed semi-structured face-to-face interviews among nine participants who were school heads in the Schools Division of Siargao. Selected through the snowball sampling technique, these participants graciously shared their lived experiences, including the challenges and best practices through SBM implementation. This study was anchored on RA 9155: Governance of Basic Education Act of 2001 and DepEd Order No. 1, s. of 2003 (Implementing Rules and Regulations of Republic Act 9155) as supporting legislative works. Moreover, this study was also in line with Pluralism, Social Cognitive, and Functionalism Theories. Six emergent themes were derived from the study: (1) unified support from stakeholders; (2) pressure; (3) community linkages; (4) transparency and responsibility; (5) challenging journey; and (6) development. The emergent themes comprehensively explained an understanding of the participants’ thoughts about SBM, the perceived challenges and opportunities, best practices, and achievements in collaboration with the internal and external stakeholders. To ensure the aim of this study, it was crucial to develop meaningful programs as recommendations for enhancing quality assurance, particularly within the realm of school-based management across the entire division. Moreover, empowerment not only among internal but also external stakeholders must be established, in order to keep empowering communities and foster unity in diversity for the benefit of enhanced SBM implementation in schools.