Articulating Principles of Subsidiarity in The School Heads Implementation of School-Based Management Through Stakeholders’ Collaboration: A Phenomenological Inquiry
DOI:
https://doi.org/10.67167/vertex.579Keywords:
subsidiarity, school-based management system, school heads, stakeholdersAbstract
This transcendental phenomenological study focused on analyzing and scrutinizing the principles of subsidiarity in the implementation of School-Based Management by school heads through collaboration with stakeholders. The participants were selected from the School Division of the City of Calamba using purposive sampling. The study revealed that school heads have demonstrated adaptability in implementing the new School-Based Management (SBM) framework. Most expressed that the transition from the former SBM principles to the current six dimensions was smooth. This study revealed that school heads faced challenges such as overwhelming responsibilities, difficulties in coordinating with stakeholders, stakeholder availability, time constraints, and limited participation from working parents. In response, school heads employed coping mechanisms rooted in teamwork, delegation, perseverance, and patience, often adopting grassroots-level communication to sustain engagement. The school heads also involved internal and external stakeholders through orientations, summits, and collaborative planning. Themes that emerged from the testimonies included: Adaptability of School Heads in SBM Implementation, Strategic Stakeholder Engagement Led by School Leaders, Barriers to Effective Stakeholder Participation, Coping Mechanisms for SBM Challenges, Leadership Growth through Collaboration, Stakeholders as Essential Contributors to SBM, Sustaining SBM through Recognition and Communication, and Continuous Improvement through Self-Assessment and Support. Seven recommendations for effective SBM implementation were prepared: Continuous training for school heads, adopting flexible strategies, and delegating tasks. Engage teaching and non-teaching staff. Strengthen parent involvement. Formalize LGU partnerships. Encourage student participation. Conduct future research for the improvement of SBM concerning the diverse situations of all public schools.
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