School-Based Management Evaluators: Strengthening Stakeholders’ Protocol

Abstract

The study was conducted to describe the school-based management evaluation framework, thus preventing its method from reviewing mechanisms in Pantukan South District, Davao Oriental, post-pandemic. A qualitative research design was used, and assumptions regarding selecting participants and ethics in collecting, analyzing, and interpreting data were considered. Respondents were SBM Evaluator members among schools in the Division of Mati City, using facilitating questions to draw out narratives on their experiences, challenges, and coping mechanisms and further learning insights given their undertakings as multi-grade teachers in post-pandemic. Experiences among SBM evaluators include being challenged with perspectives, threatened with validity and reliability, and having differed interpretations. Coping mechanisms were shared through building harmonious working relationships and collaboration and cooperation. Despite experiences, challenges, and learning insights shared, through reviewing policy framework, advocate CI mechanism and upskills proficiency competence. SBM evaluation will depend on the evolving needs and priorities of education governance. Integration of technology, emphasis on equity, focus on student outcomes, collaboration and knowledge-sharing, and adaptation to changing needs are all possible future directions for SBM evaluations. Evaluation can continue to be a valuable tool for improving governance and promoting high-quality education.