Abstract
School-Based Management (SBM) has been practised in Malaysia over the past two decades. However, SBM studies still found little attention among social science researchers in Malaysia. The details in the success of SBM implementation are still unclear. Thus, the researcher has emphasized the need to conduct a systematic review of existing studies to collect information on SBM in Malaysia. Four questions have been established in this review which are; (1) How SBM is implemented in Malaysia? (2) What is the classification level of SBM implementation strength in Malaysia? (3) To what extent are principals, teachers, parents and communities involved in SBM in Malaysia? and lastly, (4) What are the issues and challenges faced in schools related to SBM? The results of a decade-long literature review on SBM in Malaysia showed that SBM implementation in Malaysia was at a moderate level and had used a combination of two models, administrative-control SBM and professional-control SBM. Two critical issues identified from this review were on the role of the school leader and teacher competency. The researcher proposed the need for a standard instrument to evaluate SBM, highlighting the roles of district and state education officers in promoting empowerment among school leaders and teachers, as well as the involvement of the Parent-Teachers Association (PTA). Empowerment among school leaders encompasses leadership capacity while empowerment among teachers includes increasing motivation and professional guidance in various aspects such as pedagogy, professional development, accountability, and integrity.
Highlights
Authority decentralization to the school level has become a global education reform strategy and implemented to enhance the involvement of parents, students, teachers, officers, principals and stakeholders in local communities and organizations
There were four research questions in this review, (1) How was School-Based Management (SBM) implemented in Malaysia? (2) What was the classification level of the strength in the implementation of SBM in Malaysia? and (3) To what extent were principals, teachers, parents, and school communities involved in SBM in Malaysia? (4) What are the issues and challenges faced in schools related to SBM?
Malaysia still has a long way to go in achieving an advanced education system compared to the other developed countries
Summary
Authority decentralization to the school level has become a global education reform strategy and implemented to enhance the involvement of parents, students, teachers, officers, principals and stakeholders in local communities and organizations. Known as School-Based Management (SBM), this strategy is carried out to increase school independence, responsibility, and accountability (Bandur, 2012; Barrera-osorio, Fasih, Patrinos, & Santibanez, 2009; Caldwell, 2005; Moradi, Hussin, & Barzegar, 2012). School-Based Management can be defined as the responsibility of the school administrator (headmaster) to exercise his or her autonomy in making decisions on all matters regarding the school organization. The organization in a school includes administration, curriculum, co-curriculum, and student affairs, with involvement from the staff (teachers), clients (parents and students), and collaboration with local communities.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Academic Research in Business and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
