Collaborative Expertise and Professional Competence on School-Based Management Implementation of Teachers

Mary Mechelle R. Remorosa, MAED.1 & James L. Paglinawan, PhD.2
1Teacher I, Tandong Elementary School, Department of Education, Philippines
2Professor, College of Teacher Education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2024.71121

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ABSTRACT

This study explores how collaborative expertise and professional competence among teachers impact the implementation of School-Based Management (SBM). By gathering insights from a group of teachers, we found that they generally feel confident in their ability to work together and in their teaching skills. This strong foundation supports effective SBM practices in schools. Our findings also show that when teachers communicate well, engage in professional development, and participate in decision-making, it positively influences how well SBM is implemented. However, we acknowledge some limitations, such as relying on teachers’ self-reports and the fact that our sample comes from specific areas, which may not represent all schools. Overall, this research features the importance of encouraging collaboration and providing professional growth opportunities to improve SBM practices in education.

Keywords: Collaborative Expertise, Professional Competence, School-Based Management, Teacher Implementation, Educational Leadership

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