Abstract
The three main purposes of the study were: (1) to describe the implementation of the school-based management, (2) to know the effect of the implementation of the school-based management on the teachers’ work motivation, and (3) to know the effect of the school-based management on the school quality. The study was conducted in East Java, and the samples of the study were 87, which were taken by using area cluster random sampling technique. The data was collected by using questionnaire and then was analyzed by using descriptive statistic, regression, and qualitative data analysis. Based on the analysis results, it could be concluded that the implementation of school-based management in East Java was mostly categorized as good enough. Some components which were categorized as good were the formulation of the school visions, the development of the school programs, the school transparency, the empowerment of the school resources, and the society involvement. Some components which were still categorized as poor were the school independence and the school renewal. There was significant effect of the implementation of the school-based management on the teachers’ work motivation and the school quality.
Highlights
The school-based management (SBM) was one of the strategic policies of the national education, which was in line with the Law number 20 of the year 2003
The implementation of the school-based management at schools in East Java could be seen from the school visions and missions, the transparency, the independence, the school renewal, the accountability, the empowerment of the school resource, and the society involvement
In terms of the school programs making, the analysis results suggested that 3.4% was very poor, 5.7% was poor, 46% was good enough, and 44.8% was very good
Summary
The school-based management (SBM) was one of the strategic policies of the national education, which was in line with the Law number 20 of the year 2003. It was expected to find how the school-based management was implemented at schools, what factors supported and prevented the implementation of the school-based management, and how the effect of the implementation of the school-based management on the improvement of the education quality at schools. Based on the given information, it was expected to become the basis to develop theories and make policies in order to improve the education quality at schools through the improvement and the perfection of the school-based management implementation in the future. The questionnaire was used to collect the data related to the implementation of the school-based management at schools, the practices including the supporting and the preventing factors, the degree of success, the teachers’ work motivation, and the school effectiveness. The conclusion drawing was done by finding the meaning, the patterns, the explanation, the cause and effect plot, and the proposition making
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