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The cornerstone of school-based management is delegating greater authority to schools. It plays an essential role in the empowerment of school communities towards continuous improvement aimed at providing the learners quality, equitable, culture-based, and complete basic education. This accounts for the collaborative efforts of the school and the community in the preparation of school improvement plan. It is a network which guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse environment. Findings reveal that: 1) Majority of the respondents are from Sta Cruz District, the size of the school is medium with below 500 enrollees and practicing SBM Level 2 with 0-4 non-teaching personnel. Stakeholders are alumni of their own school; 2)The perceptions of the respondents towards leadership and governance, curriculum and instruction, accountability and continuous improvement, and management resources were perceived to be Strongly Agree (A); 3)There is highly significant difference on the perceived level of participation of the stakeholders to the school-based management when grouped according to district. However, there are no significant differences with regards to school size, SBM level of practice, no. of non-teaching personnel, total no. of enrolees, and stakeholders. [ABSTRACT FROM AUTHOR]

This study explores the relationship between multiple intelligences and academic achievement among grade five pupils in selected public schools in Olongapo City, Philippines. Grounded in Howard Gardner's Theory of Multiple Intelligences, the research examines the profile of 321 respondents, including age, gender, parents' educational attainment and occupation, and family monthly income. The study describes the students' multiple intelligences across nine dimensions: naturalistic, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, logicalmathematical, and existential. Additionally, it assesses the academic performance of the pupils as reflected in their general point average grades. Employing a descriptive survey method, the research utilizes a questionnaire composed of demographic information and McKenzie's (1999) Multiple Intelligences Survey. Data analysis involves various statistical tools, including frequency counts, percentages, weighted means, t-tests, Analysis of Variance (ANOVA), and Pearson Product Moment Correlation Coefficient. Results indicate that respondents predominantly possess Naturalistic, Musical, Verbal, and Interpersonal intelligences. Surprisingly, no significant differences were observed in the perception of multiple intelligences when grouped according to profile variables such as age, sex, parents' educational attainment and occupation, and family monthly income. A slight negative correlation (r = -0.213, p < 0.01) was found between academic performance and multiple intelligence, suggesting that as multiple intelligence scores increase, there is a slight decrease in academic performance. The study concludes with recommendations for educators and schools to incorporate multiple intelligence theory into teaching strategies and curriculum development. These include enhancing course syllabi, providing necessary facilities and equipment, encouraging teacher professional development, and creating special programs for children with unique intelligences. The findings contribute to the ongoing dialogue about the role of multiple intelligences in education and its potential impact on academic achievement in the Philippine context. [ABSTRACT FROM AUTHOR]

This study investigated the correlation between teachers' multiple intelligences and pupils' Language Assessment for Primary Grades (LAPG) performance in selected elementary schools in Olongapo City during SY 2017-2018. A descriptive research design was employed, involving 138 Grade IV teachers as respondents. Data was collected through questionnaires and analyzed using descriptive and inferential statistics. The study found that most teachers assessed themselves as having verbal-linguistic intelligence (26.8%), followed by interpersonal intelligence (24.6%). Pupils achieved a "near mastery" level on the LAPG. Significant differences in teachers' multiple intelligences were observed based on educational qualification and years of service. A weak but significant positive correlation (r=0.173, p<0.05) was found between teachers' logical-mathematical intelligence and pupils' LAPG scores. The study was limited to Grade IV teachers and pupils in Olongapo City, potentially affecting generalizability. The findings suggest that teachers' multiple intelligences, particularly logical-mathematical intelligence, may influence pupils' language assessment performance. This implies the need for considering multiple intelligences in teacher hiring, development, and instructional strategies to potentially enhance student outcomes. [ABSTRACT FROM AUTHOR]