SCHOOL-BASED MANAGEMENT PRACTICES AND ORDINARY NATIONAL EDUCATIONAL TEST (ONET) PERFORMANCE OF PRIMARY SCHOOLS, EDUCATIONAL SERVICE AREA 2, LAMPHUN, THAILAND:AN ENHANCED IMPLEMENTATION

Abstract

School-Based Management (SBM) can be viewed conceptually as a formal alteration of governance structures. It is a form of decentralization that identifies the individual school as the primary unit of improvement, and relies on the redistribution of decision-making authority in which improvement might be stimulated and sustained. Thus, the study was conducted to determine the relationship of school based management practices and the O-NET performance of primary schools. The researcher made use of descriptive correlational design utilizing an adapted questionnaire administered to school directors, teachers and students. The data were analyzed using frequency, percentage, weighted mean, pearson r correlation and ANOVA. The findings revealed that majority of the student respondents belong to 7 to 12 years old. There were minimal numbers of 46 years and above for teacher and school director respondents. Most of them were female, masters’ degree holder, 1-5 years teaching experiences, and over 25 years in school administration. It was also found that the extent of SBM practices in decentralization principles, principles of participation, principles of restoration power of education management, self-management principles, and principles of monitoring and balance checking activities were agreed by the three groups of respondents. It was revealed also that there was no significant difference in the decentralization principles according to school directors and students. However, there was a significant difference in the extent of SBM practices in terms of principles of participation, principles of restoration power of education management, self-management, and principles of monitoring and balance of checking activities dimensions as perceived by the three groups. In addition, profile of the respondents as to age, educational qualification, and experiences are not predictors of the extent of SBM practices. Moreover, three school districts perceived that there was no significant difference in the SBM practices, however, other four school districts perceived that there was a significant difference in the SMB practices of primary schools. With regards to the O-NET performance of students, it was found that the performance of the of the primary schools was fluctuating in three consecutive years, and did not meet the standard the prescribed standards. The students were deficient in English subjects. Furthermore, there was a significant difference in the O-NET performance of primary schools in educational service area. Hence, age, educational qualifications, and experiences are not predictors of the O-NET performance of primary schools. Thus, there was a significant relationship between the extent of SBM practices and O-NET performance of primary schools with very strong positive correlation between the variables. The common problems encountered in the SBM implementation were identified that there was no clear criteria to ensure that schools run effectively and efficiently, and the budgetary needs, enhancement of communication procedures are not attained. To conclude, the SBM practice affects the O-NET performance of the primary schools. It is recommended that primary school must intensify the SBM practices through constant monitoring and evaluation.