Authors : Jojie G. Gile; Danilo E. Despi

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/3s3zx5yf

Scribd : https://tinyurl.com/5ba43ftz

DOI : https://doi.org/10.38124/ijisrt/25dec1005

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative study explored the lived experiences and viewpoints of teachers in the Irosin District during the 2025–2026 academic year to create a clearer understanding of the complex processes in implementing School-Based Management (SBM). Guided by four research questions, the study examined teachers’ interpretations of school heads’ leadership styles, how these styles shape school culture, transparency, and accountability, the challenges faced in leading instructional improvement, and the development of a responsive leadership training program. The findings showed that successful SBM leadership involves a combination of leadership approaches, with democratic or participative and transformational styles viewed most favorably. These approaches were found to promote shared decision-making, strengthen teacher ownership, boost morale, and encourage a collaborative school environment. Conversely, autocratic leadership was perceived negatively for undermining transparency and participation. Teachers observed that school heads face significant constraints, including administrative overload, resource limitations, time pressures, stakeholder resistance, and capacity gaps in instructional leadership and change management. To address these gaps, a comprehensive capacity- building program was proposed, emphasizing core competencies in instructional and adaptive leadership, practical learning modalities such as action learning and blended learning, and philosophical foundations rooted in transformational and ethical leadership. Conclusions affirm that adaptive, inclusive leadership is critical for SBM success, while recommendations call for systemic support, workload rebalancing, and targeted training to enhance school heads’ ability to lead instructional improvement effectively. The study underscores that SBM should be reframed as an empowering mechanism for improving student learning outcomes rather than a mere compliance exercise.

Keywords : School-Based Management (SBM), Leadership Styles, Democratic Leadership, Transformational Leadership, Instructional Leadership, Capacity Building, Decentralized Governance, Teacher Perceptions.

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