School Based Management and the Nature of Educational Development of Students: Practical Experiences of Public Schools in Sri Lanka

2017 ◽  
Vol 6 (9) ◽  
Author(s):  
Chandana Kasturiarachchi
Keyword(s):  
Public Schools ◽  
Sri Lanka ◽  
Educational Development ◽  
School Based ◽  
School Based Management ◽  
Practical Experiences ◽  
Development Of Students

scholarly journals The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location

2019 ◽  
Vol 4 (2) ◽  
pp. 88-93
Author(s):  
Olaseni Vivian Morenike
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Urban Area ◽  
Rural Area ◽  
School Location ◽  
School Based ◽  
Rural And Urban ◽  
Significant Difference ◽  
Ondo State ◽  
School Based Management

The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P < 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P < 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.

scholarly journals Constraints on School Based Management Compliance of Public Schools Principals

OALib ◽  
2019 ◽  
Vol 06 (07) ◽  
pp. 1-11
Author(s):  
Elysha S. Alvarado ◽  
Francis Ann R. Sy ◽  
Cerenio Adriatico
Keyword(s):  
Public Schools ◽  
School Based ◽  
School Based Management

School-based management in marginal areas: Satisfying the political context and student needs

2020 ◽  
pp. 089202062095973
Author(s):  
Nurul Ulfatin ◽  
Mustiningsih ◽  
Raden Bambang Sumarsono ◽  
Jamal Nordin Yunus
Keyword(s):  
Public Schools ◽  
Education Reform ◽  
School Effectiveness ◽  
School Quality ◽  
Implementation Process ◽  
Political Context ◽  
Survey Method ◽  
Successful Implementation ◽  
School Based ◽  
School Based Management

This study aims to draw on elements related to the successful implementation of school-based management (SBM). Many studies show the success of governance but the objective is to examine whether SBM is tested to account for improving school effectiveness (SE) and student achievement (SA). A survey method design was used to know how the upper stream including political context, principal leadership and teacher performance (TP) contributes directly and indirectly to improve school quality and academic achievement. Questionnaires were given and were responded by teachers produced a model of direct and indirect structural relationships among the factors. The findings proved that there was a direct and indirect relationship between the upper stream factors that lead to TP to improve SE and SA as a lower stream. This shows how strong the role of a teacher as the central point of the innovation and education reform in schools. This study is limited to the secondary public schools in a marginal district. Furthermore, this study does not investigate deeply into facilitative factors within the implementation process. It focuses on factors that enable schools to bring the SA to scale.

Site-Based Management in a Collective Bargaining Environment: Can We Mix Oil and Water?

1993 ◽  
Vol 2 (3) ◽  
pp. 320-324 ◽  
Author(s):  
Todd A. DeMitchell ◽  
Richard Fossey
Keyword(s):  
High School ◽  
Public Schools ◽  
Collective Bargaining ◽  
Sir Walter Scott ◽  
Boston Public Schools ◽  
School Based ◽  
Site Based Management ◽  
School Based Management ◽  
Walter Scott ◽  
School Headmaster

Don't think that, by itself, [school-based management] will produce anything. —Albert Shanker president of AFT, 19881 The school-based management that has been heralded in this town is bogus. — High school headmaster Boston Public Schools, 1991 We shall never learn to & respect our real calling & unless we have taught ourselves to consider everything as moonshine, compared with the education of the heart. —Sir Walter Scott

scholarly journals Politics of School-Based Management

2002 ◽  
Vol 10 ◽  
pp. 33 ◽  
Author(s):  
Elaine M. Walker
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Local Community ◽  
The State ◽  
Underlying Assumption ◽  
School Communities ◽  
Abbott Districts ◽  
School Based ◽  
School Based Management ◽  
State And Local

Since the late 1970s the problem of urban education has been cast as partially a problem of governance and authority structures. This focus mirrors a larger preoccupation by educational reformers with democratizing the decision-making process in public schools, a preoccupation that is evident not only in this country but also many nations throughout the world. Borrowing from the private sector, the underlying assumption behind decentralization is that educational improvement is only possible if those closest to the point at which decision are enacted become the architects of these decisions. Thus, school-based management or participatory decision-making is viewed as a means to formally incorporate the voices of parents, teachers and the community in the management of their schools. This paper discusses the findings of a recently conducted study on school-based management in thirty of New Jersey's poorest districts (referred to as the Abbott Districts). These districts have begun a process of complex reform after the State's Supreme Court ruled that the state had failed to constitutionally provide a thorough and efficient education for its poorest students by the absence of parity funding. Populated by primarily black and Hispanic students, and representing most of the larger urban communities in the state, students in these districts exhibit performance levels significantly below that of the state average. The results of the study indicate that (1) genuine autonomy has been usurped by an intensification in state power and authority, (ii) state elites have provided little opportunity for districts and SBM teams to build capacity; (iii) the level of democratization or opening-up of decision making to local community members has been minimal as the teams become teacher dominated; and (iv) in the absence of clear guidelines from the State, conflict over the appropriate role of SBM members, principals, central office staff and local school boards has emerged. The paper on the basis of these findings explores some policy options that need to be considered both at the state and local levels as school communities move toward more decentralized governance structures.

The Impact of School-Based Management on Public Schools in Israel

2003 ◽  
Vol 18 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Adam E. Nir
Keyword(s):  
Public Schools ◽  
School Based ◽  
School Based Management ◽  
The Impact

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

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