Abstract
This study explored teachers’ narratives in the implementation of School-Based Management (SBM) and its impact on teaching and learning at Sierra Bullones Central Elementary School. It aimed to describe teachers’ experiences in planning and decision-making, identify challenges encountered, examine strategies used to address these challenges, and assess teachers’ perceptions of SBM implementation in terms of curriculum and instructional practices, accountability and learner outcomes, and leadership and school governance. An embedded mixed-methods design was employed, integrating qualitative and quantitative approaches. Fifteen (15) teachers were selected through purposive sampling. Qualitative data were gathered through semi-structured interviews and analyzed using Colaizzi’s 7-step phenomenological method. Quantitative data were collected using the DepEd SBM Assessment Tool and analyzed using descriptive statistics such as mean and standard deviation. Findings revealed that teachers’ participation in SBM was collaborative, meaningful, and engaging, although limited by time constraints and workload demands. Teachers demonstrated adaptability by applying strategies such as time management, teamwork, and flexibility in implementing SBM activities. They positively perceived SBM implementation, particularly in accountability and learner outcomes, as well as leadership and school governance, while curriculum and instructional practices showed consistent implementation with areas for improvement. The study concluded that SBM was effectively implemented, promoting a participatory, learner-centered, and collaborative school environment. However, continuous support is needed to address challenges related to time, resources, and stakeholder engagement. It is recommended that teachers enhance collaboration and innovation, administrators strengthen support and transparency, and the division provide training and monitoring.