Journal of Epidemiology and Public Health

Lived Realities of Stakeholder Engagement in School Based Management Validation: A Hermeneutic Phenomenological Inquiry

Abstract

Lolita Dulay

This study examines the lived experiences of stakeholders involved in School-Based Management (SBM) validation in public schools under the Department of Education Region 10, Philippines. Employing hermeneutic phenomenology, in-depth interviews were conducted with school heads, teachers, student leaders, Parent-Teacher Association (PTA) members, and community partners to explore challenges and opportunities in engagement. Participants reported difficulties such as retrieving required documents, multitasking, and limited resources, which often led to stress and reduced instructional focus. Despite these barriers, engagement fostered morale, accountability, collaboration, and confidence in decision-making. Guided by Donelson’s Behavioral Management Theory, the study interprets how stakeholders ascribe meaning to their roles within socio-cultural and institutional contexts. Findings indicate that SBM validation serves as a transformative process, promoting professional growth, participatory governance, and school development. The study highlights the importance of supportive systems, reflective practices, and streamlined procedures to enhance meaningful stakeholder participation.

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