School-Based Management, Instructional Leadership Practices, and Teachers’ Performance in Banaybanay District, Division of Davao Oriental: Basis for Enhancement Program
DOI:
https://doi.org/10.65339/ijsis.V1.I3.188Keywords:
Educational Sustainability, Instructional Leadership Practices, School-Based Management, School Governance, Stakeholder Participation, Teacher Professional Development, Teachers’ PerformanceAbstract
This study examined the relationships among School-Based Management (SBM), instructional leadership practices, and teachers’ performance in public elementary schools in Banaybanay District, Division of Davao Oriental, Philippines, during School Year 2025–2026, as a basis for developing an enhancement program. Anchored on School-Based Management and Decentralization Theory, Instructional Leadership Theory, and Social Cognitive Theory, the study employed a quantitative, non-experimental, descriptive-correlational research design. A total of 250 public elementary school teachers, selected from a population of 670 through proportionate stratified random sampling, participated in the study. Data were collected using an adapted, expert-validated questionnaire and analyzed using descriptive statistics and Pearson product-moment correlation. Findings revealed high overall levels of SBM (M = 3.44, SD = 0.40), instructional leadership practices (M = 3.57, SD = 0.41), and teachers’ performance (M = 3.56, SD = 0.41). Very strong, statistically significant positive relationships were established between SBM and teachers’ performance (r = 0.915), instructional leadership practices and teachers’ performance (r = 0.970), and SBM and instructional leadership practices (r = 0.924), all at p < .001. Despite these favorable findings, improvements were needed in school governance, accountability, instructional supervision, learner progress monitoring, and professional development. The study proposed the B.A.N.A.Y. LEAD enhancement program to address these areas through collaborative school improvement. The findings aligned with Sustainable Development Goal (SDG) 4 (Quality Education), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnerships for the Goals). The study contributed to institutional and educational sustainability by providing localized evidence to support participatory governance, continuous professional development, stakeholder collaboration, and sustained school improvement.
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