Managerial Practices in Relation to Demographic Characteristics: Qualitative Insights and Protocols to Strengthen School-Based Management

Abstract

This study explored the managerial practices in relation to demographic characteristics to strengthen school-based managements among secondary school heads in Odiongan, Romblon. Anchored in Glickman’s supervision theory, Katz’s three-skill approach, and McClelland’s human motivation theory, the research sought to understand how these skills influence participatory governance, curriculum contextualization, and overall school effectiveness. Using descriptive-correlational research design, quantitative data from 119 teachers were analyzed to assess skill manifestations and SBM implementation. Non-parametric tests confirmed data irregularity, prompting the use of Mann-Whitney U, Kruskal-Wallis, Spearman's correlation, and regression analysis.

Findings indicated that while supervisory and interpersonal skills were strong, leadership skills—particularly those related to vision articulation and mentorship—were the most influential in SBM success. Leadership perceptions varied significantly by age, and curriculum planning views differed by gender. Community involvement in governance and curriculum planning was evident, though further capacity-building was recommended. Interpersonal skills significantly enhanced leadership, while supervision functioned independently.

The conclusions affirmed that leadership quality is central to effective SBM, with school heads excelling in operational tasks but needing to strengthen mentorship. Recommendations include targeted leadership training, curriculum alignment monitoring, and community empowerment initiatives.

This research offers a theoretical contribution by proposing a transformational leadership model tailored for SBM, emphasizing trust, collaboration, and adaptability.