Background/purpose. School-Based Management (SBM) decentralizes educational governance, giving schools authority over planning, budgeting, and instruction, despite its institutionalization through Republic Act No. 9155 and DepEd Order No. 007, s. 2024, SBM implementation remains uneven. This study assessed SBM practices and generated inputs to strengthen compliance and performance monitoring in Philippine public elementary schools. Materials/methods. A convergent parallel mixed method design was used, combining survey data from teachers, master teachers, and school heads in selected public elementary schools with qualitative responses. Descriptive statistics and ANOVA were used for quantitative analysis, while thematic analysis was applied to qualitative data. Results. All six SBM dimensions were "frequently manifested" (means 2.99-3.08). Leadership showed the widest perception gap. Key issues included limited stakeholder engagement, resource tracking difficulties, and gaps in action follow-through. Conclusion. The study generated evidence-based inputs to strengthen compliance and performance monitoring in SBM, supporting role-based data access, enhancing implementation fidelity, and promoting consistent, data-driven school management practices.