School-Based Management Implementation and Instructional Styles on Teachers’ Productivity

Abstract

This study investigated the relationship between school-based management, instructional styles, and teachers' productivity in the Damulog North and South Districts during the 2023-2024 school year. It assessed teachers' attitudes towards school-based management and examined various instructional styles: authority, facilitator, delegator, hybrid, and demonstrator. The research described teachers' productivity in the teaching-learning process, student outcomes, and professional growth, exploring correlations with the independent variables. Data were collected from 203 public school teachers via surveys, revealing that teachers demonstrated a high level of agreement toward school-based management and instructional styles, with generally high productivity reported, particularly in student outcomes. Satisfactory ratings were noted in the teaching-learning process and professional growth. Significant relationships were found between school-based management, instructional styles, and productivity, with teachers’ attitudes towards implementation and the five instructional style components correlating with productivity. Regression analysis identified demonstrator, teachers’ attitudes, and authority as significant predictors of productivity, while delegator was not found to be statistically significant.