The Impact of School-Based Management on School Health

2002 ◽  
Vol 12 (4) ◽  
pp. 368-396 ◽  
Author(s):  
Adam E. Nir
Keyword(s):  
Longitudinal Study ◽  
Teacher Development ◽  
School Health ◽  
Organizational Health ◽  
Student Growth ◽  
School Based ◽  
Integrated Index ◽  
School Based Management ◽  
The Impact ◽  
Centralized System

What are the influences of school-based management (SBM) on schools’ organizational health? This study assessed the effects of SBM on schools operating in a centralized system of education. The health qualities of 28 schools were measured in a longitudinal study spanning 3 sequential years, including the year before introduction of SBM in schools and in the 2 years that followed implementation. The results indicated no significant changes when comparing the integrated index for school health among the 3 years. However, significant differences appeared when the various subsets of school health were compared. The results indicated that teachers put more emphasis on children's outcomes. Yet, at the same time, teachers reported having lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. Implications for student growth and teacher development are discussed.

scholarly journals Effectiveness of School Based Recruitment Procedures and Modular Data Collections

2010 ◽  
Vol 5 (1) ◽  
pp. 66-78
Author(s):  
Rashid Ahmed ◽  
Scott T. Leatherdale ◽  
Steve R. Manske ◽  
Jessica Reid ◽  
Robin Burkhalter
Keyword(s):  
Data Collection ◽  
Evaluation System ◽  
School Health ◽  
Knowledge Exchange ◽  
Action Planning ◽  
Population Level ◽  
Health Unit ◽  
School Based ◽  
Data Collections ◽  
The Impact

Purpose: The School Health Action, Planning and Evaluation System (SHAPES) is a school-based data collection and knowledge exchange system designed to improve the health of youth. This paper outlines the design of the SHAPES study, examines the impact of different school recruitment models on participation rates, and examines the impact of using two different research modules during data collection on the prevalence of core behaviours being measured. Methods: In total, 76 schools were recruited from seven health regions and data were collected using the SHAPES Tobacco (TM) and Physical Activity Modules (PAM). Results: It was found that school recruitment rates were higher when both the researchers and the health unit, worked together to recruit schools. Significant differences were found between students who completed the TM and students who completed the PAM with respect to body mass index, smoking susceptibility, the number of friends who smoke, and the number of active friends. Conclusions: This paper provides valuable real-world insight for future researchers interested in performing population-level school-based studies of youth risk behaviours. Our experience suggests that a modular approach to data collection is feasible and that recruitment rates are improved when researchers work in collaboration with health unit staff who have existing relationships with schools.

The Impact of School-Based Management on Primary School Principals: An Australian Perspective

2000 ◽  
Vol 10 (3) ◽  
pp. 214-232 ◽  
Author(s):  
Neil Cranston
Keyword(s):  
Cultural Change ◽  
Primary Schools ◽  
Policy Practice ◽  
Study Approach ◽  
School Based ◽  
Primary School Principals ◽  
School Based Management ◽  
Group Interviews ◽  
The Impact

This article reports research on the impact of the implementation of school-based management on primary schools and their principals in Queensland, Australia. A qualitative case study approach was employed, with individual and focus group interviews being the major data collection method. The findings illustrate that, as in systems elsewhere where school-based management has been introduced, the impact on schools and principals has been significant. Increasing demands are being made on principals to lead their communities through the change process and facilitate cultural change while at the same time responding to greater accountability demands from the system. Educational leadership has largely given way to managerial activities. Implications for policy, practice, leadership theory, and further research are discussed.

scholarly journals NEGARA DAN PENDIDIKAN, SENTRALISASI DAN DESENTRALISASI PENDIDIKAN, MANAJEMEN BERBASIS SEKOLAH

2021 ◽  
Vol 1 (3) ◽  
pp. 294-300
Author(s):  
Suwardi Suwardi
Keyword(s):  
Education System ◽  
Interpersonal Skills ◽  
Central Government ◽  
The United States ◽  
School Level ◽  
School Based ◽  
Freedom Of Thought ◽  
School Based Management ◽  
The Government ◽  
Centralized System

Thus, as an impact of the centralistic education system, efforts to create education that can give birth to human figures who have freedom of thought, are able to solve problems independently, work and live in creative groups full of initiative and desire, have adequate interpersonal skills as a provision for society. it becomes very difficult to realize. Centralization was widely used by the government before regional autonomy. The weakness of the centralized system is where a local government policy and decision is produced by people who are in the central government so that the time to decide on something is longer. Indonesia as a developing country with various socio-cultural characteristics in common, also follows a centralized system that has long been developed in developing countries. Thus, as an impact of the centralized education system, efforts to create education that can give birth to human figures who have freedom of thought, are able to solve problems independently, work and live in creative groups full of initiative and passion, have adequate interpersonal skills as a provision for society to become very difficult to materialize. As a consequence, the implementation of education in Indonesia is completely uniform, decisions from above, such as a uniform curriculum regardless of the level of relevance to children's lives and their environment. As a consequence, the position and role of students tend to be used as objects so that those who have the opportunity to develop their creativity and interests are in accordance with their talents. The term school-based management is a translation of school-based management. This term first appeared in the United States when people began to question the relevance of education to the demands and development of local communities. SBM is a new paradigm in the world of education, which provides broad autonomy at the school level (community involvement) in the framework of national education policies. Autonomy is given so that schools can freely manage resources and financial resources by allocating them according to priority needs, and are more responsive to local needs.

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