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

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.

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.

MANAJEMEN BERBASIS SEKOLAH: STRATEGI ALTERNATIF DALAM PERSAINGAN MUTU

2018 ◽  
Vol 4 (01) ◽  
pp. 57
Author(s):  
Busthomi Ibrohim
Keyword(s):  
Quality Assurance ◽  
San Francisco ◽  
School Effectiveness ◽  
Or Education ◽  
Self Assessment ◽  
School Committee ◽  
School Based ◽  
Annual Reporting ◽  
School Based Management ◽  
Decentralization Of Education

Abstract. Politically, School Based Management (SBM) becomes the mouthpiece of all issues in the field of education that will be portrayed in schools, because the school is the last network of educational bureaucracy. SBM is also a form of operationalization of the decentralization or education autonomy policy in relation to regional autonomy. Theoretically, SBM is also a concept that offers autonomy to schools in order to improve quality, efficiency and equity of education in order to accommodate the interests of local communities as well as establishing close cooperation between schools, communities and governments. Operationally SBM is an idea that places the authority of school management in a system entity. Based on the above view, this article outlines the basic framework of SBM as a strategy for improving the quality of education. With SBM, principals, teachers and learners get the opportunity to innovate and improvise in schools related to curriculum, learning, managerial and others. So the principal serves as an educator, manager, administrator, supervisor, leader, innovator, motivator, figure, and mediator. SBM also calls for the creation of new institutional arrangements and institutions, including: the establishment of school boards, development of school strategy planning, develop of annual school planning, internal monitoring and self-assessment, annual reporting, school opinion surveys of school stakeholders. Keywords. School Based Management, Decentralization of Education, Quality Assurance, Autonomy of Education, School Committee Abstrak. Secara politis, Manajemen Berbasis Sekolah (MBS) merupakan muara dari semua kebijakan dibidang pendidikan akan tergambarkan di sekolah, sebab sekolah merupakan jaringan terakhir dari rangkaian birokrasi pendidikan. MBS juga sebagai bentuk operasionalisasi dari kebijakan desentralisasi atau otonomi pendidikan dalam hubungannya dengan otonomi daerah. Secara teoretis, MBS merupakan suatu konsep yang menawarkan suatu otonomi kepada sekolah dalam rangka meningkatkan mutu, efisiensi dan pemerataan pendidikan agar dapat mengakomodir kepentingan masyarakat setempat serta menjalin kerja sama yang erat antar sekolah, masyarakat dan pemerintah. Secara operasional MBS merupakan gagasan yang menempatkan kewenangan pengelolaan sekolah dalam suatu keutuhan entitas sistem. Berdasarkan pandangan di atas, artikel ini menguraikan kerangka dasar MBS sebagai strategi dalam peningkatan mutu pendidikan. Dengan MBS, kepala sekolah, guru dan peserta didik mendapatkan peluang untuk melakukan inovasi dan improvisasi di sekolah berkaitan dengan masalah kurikulum, pembelajaran, manajerial dan lain-lain. Maka kepala sekolah berfungsi sebagai educator, manajer, administrator, supervisor, leader, inovator, motivator, figure, dan mediator. MBS juga menuntut penciptaan tatanan dan budaya kelembagaan baru, yang mencakup: pembentukan dewan sekolah, pengembangan perencanaan strategi sekolah, pengembangan perencanaan tahunan sekolah, melakukan internal monitoring, self-assesment, menyusun laporan tahunan, melakukan survei pendapat sekolah terhadap stakeholder sekolah. Kata Kunci.     School Based Management, Desentralisasi Pendidikan, Jaminan Mutu, Otonomi Pendidikan, Komite Sekolah   Daftar Pustaka Fiske, Edward. 1999. Decentrilization of Education atau Desentralisasi Pengajaran (Terjemah). Jakarta: Grasindo. Bappenas. 1999. School Based Management. Jakarta: Bappenas bekerja sama dengan Bank Dunia. Binde, Brome. 2001. Keys to the 21st Century. Paris: UNESCO Publishing. Bryson, Jhon M.. 1995. Strategic Planning For Public and Nonprofit Organiztions. San Francisco: Jossey-Bass Publishers. Delors, Jacques. 1996. Learning: The Treasure Within. Australia: UNESCO. Engkoswara. 2002. Lembaga Pendidikan sebagai Pusat Pembudayaan. Bandung: Yayasan Amal Keluarga. Finn, C.E dan Prash J.C dalam Dimmock Clive. 1993. School Based Management and School Effectiveness. London: Routledge. Formasi, Jurnal Kajian Manajemen Pendidikan, No. 2, Tahun II Maret 2000. ---------, No. 8 tahun IV November 2003. Gorton, Richart, A. 1976. School Administration Challenge and Opportunity For Leadership. Lowa: Brown Company Publishers. Malen, Ogawa, Kranz dalam Abu-Duhon Ibtisam, School Based Management. Paris: UNESCO, 1990. Mulyasa, E. 2003. Manajemen Berbasis Sekolah: Konsep, Strategi dan Implementasi. Bandung: Rosdakarya. --------. 2003. Menjadi Kepala Sekolah Professional Dalam Konteks Menyukseskan MBS dan KBK. Bandung: Rosdakarya. Naisbitt, John. 1994. Global Paradox, terjemah Budijanto. Jakarta: Binarupa Aksara. Paul I, Dressel. 1980. The Autonomy of Public Colleges. San Francisco: Jossey-Bass Inc. Peraturan Pemerintah No.25 Tahun 2000 tentang Kewenangan Pemerintah dan Kewenangan Provinsi sebagai Daerah Otonom. Satori, Djam’an. 1999. Pengembangan Sistem “Quality Assurance” Pada Sekolah, Naskah Akademik Untuk Pusat Pengujian. Jakarta: Balitbang Depdiknas. Slamet et.al. 2001. Manajemen Peningkatan Mutu Berbasis Sekolah (buku 1, 2 dan 3) Konsep dan Pelaksananya. Jakarta : Depdinas Dirjen Dikdasmen. Suyatno. 2001. Penerpan Manajemen Berbasis Sekolah. Makalah disajikan pada Colloqium Pendidikan Universitas Muhammadiyah Prof. Hamka Jakarta 15 Mei 2001 di Jakarta. Thomas L. Wheeler dan J. David Hunger. tt. Strategic Management and Business Pilicy. New Jersey: Upper Saddle iver. Tilaar, H.A.R. 2000. Paradigma Baru Pendidikan Nasional. Jakarta: Rineka Cipta. Wahjosumidjo. 2000. Dasar-Dasar Kepemimpinan dan Komitmen Kepemimpinan Abad XXI. Jakarta: LAN-RI.

SCHOOL BASED MANAGEMENT: SOLUSI ALTERNATIF PENINGKATAN MUTU MANAJEMEN MADRASAH

TARBAWI ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 26-50
Author(s):  
Moh Faizin
Keyword(s):  
School Based ◽  
School Based Management

Realisasi terhadap desentralisasi pendidikan di tingkat sekolah adalah diberikannya otonomi yang luas dalam pengelolaan sumber daya yang ada. Pemberdayaan sekolah, di samping untuk memenuhi tuntutan desentralisasi, juga ditujukan sebagai sarana peningkatan efisiensi, mutu, dan pemerataan pendidikan. Di Indonesia, bentuk otonomi sekolah tersebut akan dilaksanakan dalam konteks “School Based Management” (SBM), di mana selain memiliki otonomi yang luas, sekolah wajib mengikutsertakan masyarakat dalam pengelolaan, dan pengelolaan sekolah dilakukan dalam kerangka kebijakan nasional. Penelitian ini dikategorikan sebagai penelitian yang bersifat kualitatif-deskriptis yang menggunakan pendekatan studi kasus. Dan untuk mendapatkan data-datanya, diperlukan metode wawancara, observasi dan dokumentasi. Sedangkan dalam menganalisa digunakan analisa data SWOT Analisis (Strength, Weakness, Opportunity, Threat) yang mempertimbangkan faktor kekuatan, kelemahan, peluang dan ancaman. Dari penelitian yang dilakukan dihasilkan kesimpulan, pertama School Based Management (SBM) merupakan alternatif yang dapat diterapkan dalam mengelola sekolah/madrasah. Kedua, penerapan SBM pada beberapa sekolah unggulan ternyata amat bervariasi jika dilihat dari sudut strategi pelaksanaan dan hambatan yang dihadapi. Ketiga, hambatan yang dihadapi tersebut dalam melaksanakan SBM meliputi: rendahnya partisipasi masyarakat, rendahnya kualitas SDM dan faktor eksternal. Keempat, di samping hal yang dapat menghambat penerapan SBM, ada peluang yaitu SDM yang memadai, dukungan partisipasi masyarakat serta konteks sosial yang cenderung untuk menyekolahkan anaknya di madrasah.

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