An Evaluation of “The Governance of Basic Education Act of 2001”

Abstract

Republic Act 9155 or "The Governance of Basic education Act of 2001" redefined the role of the Department of Education's field offices (Regional, Division and District offices and schools) and provided the overall framework for school head empowerment by strengthening their leadership roles. By assigning more prerogatives, responsibilities and resources to the school heads, republic act 9155 hopes to encourage school heads to be innovative and initiate programs and projects that will lead to improved school learner and teachers' performance. This paper was undertaken with the aim of understanding the intent, provisions, and initial effects of "the Governance of Basic Education Act of 2001" in relation to empowering the school heads. It seeks to find out the problems encountered by the school heads in implementing Republic Act 9155 and the factors that improved or aggravated those problems. In order to accomplish this study, the researcher made use of library and archival research, key informant interview and the survey method. Te researcher utilized the descriptive method in analyzing the data generated by the survey and key informant interview. Statistical tools such as frequency distribution, percentage and tables were used to help in the interpretation and analysis of the data. Although it is still too early to assess the effects of R.A. 9155 in improving school, learner and teachers, performance, the researcher believes that there are sufficient bases to support the thesis statement of this paper that the decentralized education management and greater autonomy for school heads will lead to improved school, learner and teachers' performance provided that their leadership and management capabilities are improved. By giving the school heads more prerogatives and resources, they will be motivated or encouraged to innovate and initiate programs and projects within the framework of the law and the national policies and programs of the government, that will bring about much needed changes and improvements in the school. Moreover, since the school heads are the ones who are in the "field" or the one who manage the school, they know what are its needs and the possible solutions to the problems confronting the school. 11ms, they can create better programs or projects and take actions that are more appropriate to the school needs. Further study is recommended by the researcher on ways on how the school heads and the community could generate additional funds to remedy the inadequacy in funding. It is also recommended that the government begin implementing the promised fiscal autonomy of school heads so as to find out what aspects of this measure can be strengthened or modified to assure successful implementation. The researcher recommends that implementors of this program conduct dialogues between the District Supervisors and the school heads to iron out the complexity that arosed between them and to formulate a more definite and appropriate measure regarding the delineation of functions. The researcher recommends additional seminars, workshops, trainings and assistance to the school heads. The school heads may learn to deal with their additional responsibilities eventually but a little help from the central office technical or professional consultants can go a long way in ensuring the success in the implementation of R.A. 9155. Furthermore, the researcher recommends that the Department of Education address the problems of school heads with teaching loads. It is recommended that at least all complete elementary schools should have a school head who works full time.