Instructional Leadership, Teachers’ Competence, And Stakeholders’ Engagement For School-Based Management Level

This study examines the relationship between instructional leadership, teacher competence, and stakeholder engagement in the implementation and effectiveness of School-Based Management (SBM).The study employed a descriptive correlational research design, and data were collected through a Google Form survey.The respondents were 150 elementary school teachers from 28 public schools in the districts of Sampaloc and Mauban South, Quezon Division, in March 2025.The findings showed that instructional leadership is highly evident in supervising and evaluating instruction, developing high academic standards and expectations, monitoring student progress, promoting the professional development of teachers, and protecting instructional time.Teachers demonstrated competence in pedagogical and content knowledge, classroom management, assessment practices, and adapting instruction for diverse student needs.Stakeholder engagement, including parents, community members, and local government units, was actively observed.The study found a satisfactory level of SBM implementation across key areas and a significant positive relationship between instructional leadership, teacher competence, stakeholder engagement, and School-Based Management.The null hypotheses were rejected, indicating that instructional leadership, teacher competence, and stakeholder engagement have a significant impact on SBM effectiveness.The study recommends that school administrators promote data-driven instruction, ongoing teacher development, and collaboration to enhance learning outcomes.Strengthening parental and community involvement through inclusive decision-making enhances school support.Effective SBM relies on transparent monitoring, active stakeholder engagement, and professional growth aligned with DepEd guidelines.Empowering teachers through participatory leadership enhances both competence and school management.Future research may investigate the long-term effects of these factors on SBM in diverse school settings.