2022 IJRSE – Volume 11 Issue 7
Special Issue on Monographs and Dissertations
Available Online: 8 November 2022
Author/s:
Tugas, Roel C.
Southern Leyte State University, Philippines (roel.tugas01@deped.gov.ph)
Abstract:
This study primarily aimed to identify, verify/fit, and modify a conceptual model depicting the impact of school-based management to quality education when nested with high involvement model and stakeholders’ morale. A total of 1260 stakeholders from SBM-implementing schools of the Divisions of Maasin City and Southern Leyte participated in this study. Data retrieved through a standardized questionnaire were analyzed primarily using structural equation modeling. This study found that internal and external stakeholders observed the implementation of School-Based Management Practices religiously, are highly involved in its implementation, and with extreme morale. The study found that: (i) School-Based Management Practices affect Quality of Education; (ii) High Involvement of Stakeholders affects School-Based Management Practices; (iii) Stakeholders’ Morale is related to High Involvement; and (iv) Stakeholders’ Morale affects the Quality of Education. Thus, Quality Basic Education is highly possible through a full implementation of School-Based Management paralleled with high stakeholders’ morale. However, there is a need to strengthen the stakeholders’ involvement in terms of power, knowledge, access to information, and rewards as conditions to strong implementation of School-Based Management so that collaboration would be highly visible a precursor of Quality Basic Education. For model adoption, this study recommends the model to regional evaluation and recommendation.
Keywords: school-based management, high involvement, quality of education, morale, conceptual model
DOI: https://doi.org/10.5861/ijrse.2022.346
Cite this article:
Tugas, R. C. (2022). Lawler’s high involvement, stakeholders’ morale vis-à-vis school-based management: A conceptual model for quality basic education. International Journal of Research Studies in Education, 11(7), 307-349. https://doi.org/10.5861/ijrse.2022.346