School System Standards in Relation to School-Based Management Decision-Making

Abstract

The study unfolded the role of School System Standards in relation to school-based-management decision-making. The study used a non-experimental descriptive-correlational research design, utilizing an adapted survey instrument to gather responses from the randomly selected 120 teacher-respondents. Data gathered were treated using Mean scores with descriptive interpretation, Pearson r, and Simple Linear Regression Analysis. Findings revealed that the extent of the School System Standards in terms of access to extracurricular activities is extensive; likewise, the extent of school-based management decision-making in terms of curriculum and program decisions and participation in decision-making are sometimes manifested, while, inclusivity and equity and accountability measures are rarely manifested, thus, is moderately extensive. There is a significant Relationship between School System Standards and school-based management decision-making. All domains of the School System Standards profile regarding special needs and disabilities, language proficiency, school composition, cultural competence, and inclusivity indicate statistically significant in influencing school-based management decision-making. This shows that the domains of School System Standards profiles significantly influence school-based management decision-making.