Asian Journal of Education and Social Studies

This study explored the lived experiences of school leaders in implementing School-Based Management at Washington National High School. using Collaizi’s phenomenological approach with transcribed semi-structured face-to-face interviews among participants who were school leaders in the Schools Division of Northern Samar. Six school leaders were selected through purposive sampling and as to their direct involvement in SBM Planning and implementation. It focused on how leaders planned, decided, and supported teacher performance within the school context. The study sought to understand how daily leadership practices aligned with School-Based Management goals and policy expectations. Data were gathered through semi-structured, face-to-face interviews. This study was anchored as supporting legislative works on Republic Act 9155, the Governance of Basic Education Act of 2001, and DepEd Order No. 007, s. 2024, which outlines the revised School-Based Management system. Moreover, this study was also in line with Goal Setting Theory and Functionalism Theory guiding data analysis and interpretation by linking leadership actions to school goals and system functions. Six emergent themes were derived from the study: (1) Collaborative Leadership, (2) Governance and Accountability, (3) Performance and Resource Management, (4) Community Partnerships, (5) Professional Development and School Improvement and (6) Overcoming Challenges. The emergent themes underscore the insights of the participants’ thoughts about SBM, and achievements in collaboration with the internal and external stakeholders. Results showed assessment systems guided school planning and informed shared decision-making. To meet the study aim, it was crucial to propose meaningful programs to strengthen quality assurance in school based management across the division. moreover, these programs must empower internal and external partners to build strong communities and support effective SBM practice. The study recommends sustained capacity building, structured data review, and continuous monitoring to improve teaching practices and overall school performance.