<b>Pedagogical Practices within the School-Based Management Framework at Ura Elementary School</b>

This study examined the pedagogical practices implemented by teachers at Ura Elementary School within the context of the School-Based Management (SBM) framework. Specifically, it aimed to identify SBM-aligned teaching practices, explore teachers’ awareness and understanding of SBM principles, examine the influence of school leadership and shared governance on instruction, identify challenges encountered in implementation, and determine the impact of SBM-aligned pedagogy on learner engagement and participation. The study employed a qualitative descriptive research design. Data were collected through semi-structured interviews, classroom observations, and document analysis involving selected teachers and school leaders. Purposive sampling was used to ensure that participants had direct experience with SBM implementation and classroom instruction. Thematic analysis was applied to systematically analyze and interpret the data, with triangulation used to enhance the credibility of the findings. Results revealed that teachers practiced learner-centered and contextualized pedagogy consistent with SBM principles, particularly through differentiated instruction and the use of community-based examples. School leadership and collaborative mechanisms, such as Learning Action Cells and School Improvement Plan–guided activities, were found to support instructional alignment and shared decision-making. However, while teachers demonstrated functional awareness of SBM concepts, their integration into lesson planning and instructional documentation remained largely implicit and informal. Challenges identified included limited resources, time constraints, and inconsistent stakeholder participation. Despite these challenges, SBM-aligned pedagogical practices positively influenced learners’ engagement, classroom behavior, and participation. The study concludes that SBM serves as an enabling framework for effective pedagogy, but its instructional impact depends on intentional integration, sustained leadership support, and strengthened alignment between governance processes and classroom practice. The findings provide context-specific insights that may inform instructional improvement and school development initiatives