Decision-Making and School-Based Management Involvement of Teachers in Olongapo City Public Elementary Schools

Abstract

The study looked into the degree of involvement of teachers in decision-making and the level of school-based management among public elementary schools in Olongapo City. Existing studies have highlighted leadership and administrative structures, but less research has empirically investigated the impact of teachers’ engagement across multiple areas of decision-making on overall school management effectiveness. It sought to explore teachers' demographic profiles, their involvement in curriculum, policy, and discipline as well as professional development planning, school improvement planning, and resource allocation, and the association between teachers' involvement and perceptions of school-based management. The study, employing a quantitative descriptive-correlational design, had teacher-respondents who filled out structured surveys that measured their involvement in decision-making and perceptions of school management on four measures  leadership, curriculum and learning; accountability; and resource management. Statistical analyses were performed using mean analysis, Pearson correlation and inferential tests to examine differences across demographic profiles.  The results show that most teachers are female, middle-aged, have average teaching experience, and hold bachelor’s degrees, but mostly work as Teacher I. There is high teacher involvement in the curriculum and instruction, and school policy and discipline, while moderate involvement is in professional development and planning improvement for schools, whereas a low level of attendance is seen for resource allocation/budgeting. Teachers overwhelmingly agree that school-based management works, mostly in curriculum and learning. Most concepts show a negative correlation, both worlds' traditional teachers are inconsistent, and there is a significant association between years of teaching experience and professional development involvement, but female teachers respond negatively. If we correlated towards demographic profiles, there are no differences in other domains. Teacher involvement has a strong positive correlation with the overall school-based management. The research suggests structured participatory mechanisms with the optimization of resources like finance and time, with diversified professional development that could foster teacher engagement and allow sustained, effective management and alignment with both school goals and policy priorities.