Implementation Of School-based Management Research Articles

A Systematic Review of the Role of School Management Committee for the School Performance in Nepal

According to Nepal's Education Act (2028 B. S.), the School Management Committee (SMC) is crucial to educational institution governance. This legislation emphasizes the role of School Management Committees (SMCs) in infrastructure management, policy implementation, and school issues. The reviewed articles examine SMCs' complex formation, operational challenges, and crucial role in community involvement to improve education. Although attendance monitoring is difficult, the articles consistently emphasize SMCs' positive impact on community involvement. By encouraging citizen committees like SMCs to make decisions, the international perspective broadens the debate on school democratization. School Management in low-income countries can improve education despite its challenges by encouraging greater involvement, independence, and responsibility. An inclusive strategy that values diverse perspectives is essential for educators and administrators to work together. The Education Act of Nepal establishes and governs School Management Committees (SMCs) to ensure accountable administration and community engagement. The reviewed articles discuss SMCs' benefits and drawbacks and encourage educational institutions and local communities to work together. Complex SMCs require constant dedication to overcome challenges, demonstrating their vital role in improving education. Effective school governance and management shape education quality and equity, especially in poor nations. This article examines School Management Committees (SMCs) and their effects on education in Nepal. SMCs, which include parents, teachers, and local authorities, oversee school activities, encourage community participation, and assure responsibility. SMCs confront many obstacles, including lack of awareness, capacity restrictions, and political meddling, despite their importance. In response to these problems, School-Based Management (SBM) is being promoted to improve community involvement, autonomy, and accountability in school governance. SBM implementation may face resource restrictions and change resistance despite its potential benefits. Effective leadership at the school and SMC levels drives educational improvement and stakeholder collaboration, according to the paper. It promotes school democratization and community decision-making.

The Influence of Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture on the Implementation of School-Based Management in High Schools and Vocational Schools in Ende Regency, East Nusa Tenggara Province

The aim of this research is to describe the Principal's Leadership, Teacher Performance, Principal's Role and SBM Implementation, analyze the influence of Principal Leadership, Teacher Performance and the Principal's role simultaneously on the implementation of school-based Management, analyze the influence of Principal Leadership, Teacher Performance and Role The School Committee has a partial impact on the Implementation of School-based Management and finds out which of the Principal's Leadership, Teacher Performance and the role of the School Committee have a dominant influence on the Implementation of School-based Management in High Schools and Vocational Schools in Ende Regency. This research method is descriptive with a quantitative approach. The population in this study was 250 respondents. The sampling technique used random sampling so that the total sample in this study was 154 respondents. Data analysis techniques use descriptive analysis and multiple linear regression analysis. The results of this research show that Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture simultaneously influence the Implementation of School-Based Management, there is a partial influence of the variables Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture on the Implementation of School-Based Management and The Organizational Culture variable has a dominant influence on the Implementation of School-Based Management in Ende Regency High Schools and Vocational Schools.

Professional Development, School-based Management Implementation, and Organizational Support on Instructional Supervisory Practices of School Administrators

The study developed a structural model on the professional development, school-based management practices, and organizational support on level of competence in instructional supervision of school administrators. Descriptive-correlational and structural-comparative research design were used in this study. Five hundred one (501) school administrators in Divisions of Region X were chosen as participants of the study in the school year 2023-2024. Data were analyzed using frequency counts, percentage, means, correlation, and multiple linear regression analyses, and structural equation model. Professional development, school-based management practices, and organizational support in the context of educational administration. The indicators examined include professional development activities such as trainings/seminars, self-efficacy, and attainment of advance degrees. Additionally, school-based management practices encompass leadership and governance, curriculum and instruction, accountability, continuous improvement, and management of resources. Lastly, organizational support is evaluated through aspects such as training and development opportunities, performance review and appraisal systems, merit-based promotion schemes, and incentives and awards systems. The best predictor on the instructional supervision of school administrators is organizational support for training and development significantly predicts the outcome variable. Higher levels of organizational support are associated with increased training and development opportunities, highlighting the importance of supportive organizational practices in facilitating employee growth and development. KEYWORDS: Instructional Supervisory Practice, professional development, School-Based Management Implementation, Organizational Support

THE APPLICATION OF SCHOOL-BASED MANAGEMENT IN EMPOWERING THE COMPETENCY OF MAHYAL ULUM ACEH VOCATIONAL SCHOOL TEACHERS

The goal achieved is to find out the implementation of school-based management, know the variety of empowerment of teacher potential, and know the supporting and inhibiting factors of the implementation of school-based management in empowering teacher competencies at Mahyal Ulum Aceh Besar Vocational School. The type of research used is qualitative which is descriptive. The data collection methods used are observation, interviews and documentation. The data analysis technique is a qualitative descriptive analysis, namely data reduction, data presentation, data interpretation, and conclusion. The results showed that the implementation of SBM in the empowerment of teacher competencies was carried out well because of the cooperation between the principal, teachers and staff. This is seen in terms of teacher competence in curriculum management, teacher competencies in education staff management, teacher competencies in student management, teacher potential in financial management, as well as the potential of teachers in providing facilities and infrastructure. The supporting factors are first, government support in the form of providing BOS funds, allocation of local government funds and granting authority in school management. Second, teacher support in the form of teaching staff who are qualified Undergraduate and Masters certified teachers. And third, student support in the form of an increasing number of students and voluntary assistance from students' parents. The inhibiting factors are infrastructure and funds are still limited and the role of the community is not yet optimal.

EXPLORING HOW ELEMENTARY SCHOOL PRINCIPALS USE SCHOOL-BASED MANAGEMENT TO LEAD ADAPTIVELY

The literature review explores School-Based Management (SBM) in education, highlighting its potential benefits and significant challenges. Mandated by Republic Act 9155, SBM aims to empower school leaders with greater authority and accountability for improving learning outcomes. However, several formidable obstacles hinder effective SBM implementation. Schools often grapple with resource constraints, including limited financial, material, and human resources, which impede their full engagement in SBM initiatives. Moreover, insufficient training and capacity-building efforts for stakeholders hinder their ability to navigate decentralized decision-making processes effectively. Weak mechanisms for monitoring and evaluating SBM initiatives further hamper accountability and oversight. Stakeholder resistance to change poses a significant barrier to the adoption of SBM practices, while inconsistent policies and practices lead to fragmented implementation, undermining its coherence and effectiveness. Additionally, insufficient community engagement diminishes the participatory nature of SBM, hindering alignment with local needs and priorities. Despite these challenges, SBM remains a valuable mechanism for driving educational improvement. Addressing these barriers requires concerted efforts to strengthen support systems, enhance capacity-building initiatives, foster collaboration, and promote equity and inclusion. Continued research, policy advocacy, and concerted action are essential for sustaining SBM initiatives and fostering holistic educational development. By leveraging insights from this review, stakeholders can navigate the complexities of SBM implementation and work towards enhancing student outcomes and fostering inclusive and responsive educational systems.

CIPP Model Approach to School-Based Management Program Evaluation

This study is an evaluative study using the CIPP model to evaluate the effectiveness of implementing the School-based Management program at the 1 Sukasada State High School. The subjects involved 70 respondents, including the head of the school, teachers, entrepreneurs, students, and school committees. Data processing is performed in a descriptive quantitative manner with simple statistical analysis and tabulation, following the National Department of Education standards. The results showed a context component score of 2,973, an input of 3,604, a process of 2,892, and a product (output and outcomes) of 2,495. The results of the observations show that the conditions of the community and the potential of the area are very supportive of the development of schools. However, of the 483 alumni, only 230 (46.75%) were traceable, with 27.39% working according to competence and 20.87% continuing education. Low output quality is affected by the efficiency of processes, contexts, and inputs, resulting in low school performance efficiency scores. Thus, the effectiveness of the implementation of School-based Management in the State High School 1 Sukasada was assessed as unsatisfactory. It is recommended that managers improve planning, consider market needs, and improve the effectiveness of implementation and evaluation of School-Based Management programs in the school.

Analisis SWOT Manajemen Berbasis Sekolah dalam Upaya Penyelenggaraan Sekolah Efektif di SMP Negeri Se-Kecamatan Darul Imarah Kabupaten Aceh Besar

The purpose of this study is to describe the implementation of based management and analyze the strengths, weaknesses, opportunities, and threats of the principal's strategy towards the implementation of school-based management. This type of research uses descriptive qualitative. Data were collected through observation and interviews. The data analysis technique used is qualitative data analysis with stages, namely data reduction, data presentation, and conclusion drawing. The research results show that the SWOT analysis can be understood; Strength at State Junior High School 1 Darul Imarah, each member of the school has their own advantages, as the main capital for the school. Meanwhile, Darul Imarah State Junior High School 2 can collaborate, build communication, and share with each other. Weaknesses at State Junior High School 1 Darul principal in implementing School Based Management are still not optimal, because there are still many things that need to be considered, various learning media have not been fulfilled because there are still many other needs that must be prioritized. Opportunities for State Junior High School 1 Darul Imarah are the level of success in producing a quality generation and being able to compete to enter well-known schools. State Junior High School 2 Darul Imarah provided a positive response from every school member, information, and outreach regarding educational programs. Threats of Darul Imarah State Junior High School 1 still have many programs that have not been achieved. Meanwhile, at State Junior High School 2 Darul Imarah there are still several school members who raise pros and cons regarding the rules that have been set

Implementation of School-Based Management at SD GMIM KOHA

This study aims to explore the implementation of school-based management in GMIM Ko Elementary School. The main focus of this study is the role played by school principals, school committees, and education commissions in managing and improving the quality of education in those schools. This study used a qualitative approach by adopting Miles and Huberman data analysis techniques. The data collection method involved in-depth interviews with principals, school committee members, and education commission members. Direct observation is also conducted to understand the dynamics of interaction between the three parties in the context of decision making and implementation of school-based management programs. The results of the study are expected to provide a clear picture of how principals, school committees and education commissions collaborate to achieve school-based management goals at GMIM Ko Elementary School. The implications of these research findings can be used as a basis for improving school-based management policies and practices in similar schools as well as contributing to the literature on the implementation of school-based management. Based on the results of the study revealed differences in understanding of the concept of School Based Management among school principals, education committees and education commissions. School principals focus more independently on managing resources, while education committees and commissions emphasize comprehensive management. This incomprehension can hinder SBM implementation, so training and modules are needed to improve understanding of concepts. Regarding the role of the principal, it is necessary to improve as educators, supervisors, and managers involving all stackholders. School committees need a greater focus on academic programs, while education committees play an important role as mediators and patrons of school ptograms. Obstacles to SBM implementation involve coordination constraints, lack of effective communication and busy stakeholders. Solutions include improved communication, understanding of roles and a culture of cooperation. The principal's proactive strategy with direct monitoring, limited consultation, efficient communication and quick decision making, plays a vital role in ensuring the effectiveness of SBM. This approach demonstrates pragmatism and flexibility in managing resources to achieve school goals.

Implementation of School-Based Management at SD Inpres Kema II

This research aims to examine: (1) the implementation of school-based management at SD Inpres Kema II, (2) the role of the principal in implementing school-based management at SD Inpres Kema II, (3) the role of the community as a stakeholders in the implementation of school-based management at SD Inpres Kema II. SD Inpres Kema II, (4) Obstacles encountered in implementing school-based management at SD Inpres Kema II, (5) How to overcome obstacles in implementing school-based management at SD INpres Kema II. This study used a qualitative approach with case study design. The data collection techniques used were: (1) Observation, (2) In-depth Interviews, and (3) Documentation Study. From the results of data analysis, the following findings were obtained: (1) SD Inpres Kema II is ready to implement School-Based Management by forming a school committee, (2) The Principal has a very important role in implementing School Based Management, (3) Attitude of Stakeholders in the implementation of School-Based Management at SD Inpres Kema II is positive, (4) Obstacles in the form of differences of opinion, not involving themselves in every school work program are still inherent in a small portion of the school community, (5) Two-way communication between leaders and subordinates is needed in Overcoming obstacles that occur can take the form of motivation and training.

THE RELATIONSHIP BETWEEN THE IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT (MBS) AND ORGANIZATIONAL CULTURE ON TEACHER PERFORMANCE AT DAAR EL QOLAM HIGH SCHOOL

This research discusses the low performance of teachers at SMA Daar el-Qolam, Gintung, Jayanti, Tangerang. The low performance is attributed to cultural organizational factors and the suboptimal implementation of school-based management. Therefore, this study explores the relationship between school-based management, organizational culture, and teacher performance at SMA Daar el-Qolam. The research design is quantitative and employs a correlational method. All data for this study were obtained through observation, documentation, and interviews, with a questionnaire as the research instrument. The population for this study consists of 95 teachers. The sample used in this study is a saturated sample, so the sample size is equal to the population size. Based on the research findings (1) There is a positive and significant relationship between the implementation of School-Based Management (SBM) and teacher performance at SMA Daar el-Qolam. This is evidenced by the percentage of the relationship between SBM and teacher performance variables, which is 41.60%, while the remaining 58.40% represents other unexplained factors in this study. (2) There is a positive and significant relationship between organizational culture and teacher performance at SMA Daar el-Qolam. The percentage of the relationship between organizational culture and teacher performance variables is 34.40%, while the remaining 65.60% is not explained in this study. (3) There is a significant combined relationship between the implementation of School-Based Management (SBM) and organizational culture with teacher performance at SMA Daar el-Qolam. The percentage of the variables SBM and Organizational Culture in explaining teacher performance variables is 52.60%, while the remaining 47.4% is unexplained. The R-value has been adjusted without any other factors included.

School-Based Management in Adiwiyata Elementary School, Banyumas

The authority to run and decide on a program is the key to implementing school-based management (SBM). This study aims to describe the implementation of a school-based management program at SD Negeri Kedondong as an Adiwiyata elementary school in Banyumas Regency. This research is qualitative research where the data in this research were obtained by means of interviews, observation, and documentation. The data were then analyzed using source triangulation techniques and technical triangulation. The research results show that the implementation of SBM in SD Negeri Kedondong can be said to be going well. MBS stages include; 1) stages of exploring school potential, 2) forming a management team, 3) collaborating with related parties, 4) implementation of SBM, and 5) evaluation of activities.

Implementation of School-Based Management in Creating Excellent Schools

The purpose of this study is to learn more about the application of School-Based Management in creating a superior school at SD Negeri 01 Rantau Panjang, as well as the elements that helped and hindered the SBM process. The study employs qualitative methodologies. SD Negeri 01 Rantau Panjang was the site of this study. Observations, interviews, and documentation were used to gather data. The acquired data is analyzed using the phases of data gathering, data reduction, data presentation, and conclusion drawing. The principal, teachers, students’ parents, and the school committee were the focus of this investigation. From the findings of this study, it can be inferred that (1) school-based management is fairly good, starting with curriculum management and ending with special service management. (2) Internal and external variables in SD Negeri 01 Rantau Panjang assist the implementation of SBM. The implementation of SBM in SD Negeri 01 Rantau Panjang was hampered by both internal and external issues. Internal reasons include a lack of proper facilities and infrastructure, insufficient learning tools and media, a shortage of qualified teaching professionals on the job, and limited funding. External factors, such as the lack of involvement of parents of children who are still absent, as well as a lack of collaboration between the school and the corporate world.

Implementasi Manajemen Berbasis Sekolah pada Satuan Pendidikan


 This paper aims to find the urgency of implementing School-Based Management in education units, using a qualitative approach through the library study method, namely reviewing several articles, books and other documentation related to the concept of implementing school-based management, so as to find a new theory of strategy and the impact it provides. in education units in improving the quality of education through the implementation of SBM. School-based management (SBM) is an educational model that gives autonomy or authority to schools to be able to manage their own affairs with their respective environmental conditions. Implementation of school-based management can improve the quality of education by implementing the right strategy. There are at least 3 (three) stages that can be carried out including the socialization stage, the piloting stage, and the dissemination stage. In addition to utilizing this strategy, the role of the school principal as a leader is also urgently needed to coordinate all components of the school so that they can carry out school-based management properly in order to achieve an increase in the quality of education.
 Keywords: Implementation, Management, School

The Contribution of Principal Leadership and School Culture to the Implementation of School-Based Management in Padang City Public Junior High School

Based on observations in the field, it is illustrated that the implementation of school-based management in Padang City Public Junior High Schools has not been implemented properly. This is thought to have something to do with the principal's leadership and school culture. Therefore it is necessary to do research to test the truth. This study aims to reveal the contribution of the principal's leadership and school culture to the implementation of school-based management in Padang City Public Junior High School. The hypotheses put forward in this study are: 1) the principal's leadership contributes to the implementation of school-based management, 2) school culture contributes to the implementation of school-based management, 3) the principal's leadership and school culture together contribute to the implementation of school-based management. school based.The population in this study were all 116 deputy principals of state junior high schools in Padang City. The research sample consisted of 70 people who were taken using the Proportional Stratified Random Sampling technique, taking into account the level of education and years of service. The research instrument used is the rating scale and the Likert Scale model questionnaire which has been tested for its validity and reliability. The results of the validity test showed that 3 items were dropped, in the Y variable there was one item, namely item number 12, in the X1 variable, 1 item was dropped, namely number 28 and in the X2 variable, the item that was dropped was number 16. Furthermore, the research data was analyzed using correlation techniques and regression.The results of the data analysis show that: 1) principal leadership contributes to the implementation of school-based management by 41%, 2) school culture contributes to the implementation of school-based management by 28.4%, 3) principal leadership and school culture together contributed to the implementation of school-based management by 70.3%. The achievement level of the school-based management implementation score of 83.58% is in the good category, and for school principal leadership 83.65% is in the good category while for school culture 86.24 from the ideal score is in the good category.The findings above imply that the leadership of school principals and school culture are two factors that can improve the implementation of school-based management, apart from other factors.

Implementation of School-Based Management as Perceived by the School Governing Council

Implementation of School-Based Management as Perceived by the School Governing Council

URGENSI PERANAN KEPALA SEKOLAH DAN GURU KELAS UNTUK PELAKSANAAN MANAJEMEN BERBASIS SEKOLAH (MBS)

School-Based Management is an autonomous program that provides freedom for school management for residents within the school scope. Improving the quality of schools is the main goal of School Based Management or SBM. However, the success of implementing the mbs INI is influenced by all elements involved in implementing activities at school. The two most influential elements in every activity in the school are the principal and the class teacher in particular. For this reason, this research aims to find out how urgent the role of school principals and class teachers is in the successful implementation of School Based Management (SBM) in elementary schools. This research method is a qualitative research. Data collection techniques used are observation, interviews, and literature review. The data analysis technique used by the researcher is an interactive analysis technique. The results of this research show that the urgency of the role of the principal and class teacher is crucial to the success of SBM implementation. This is because the principal and class teacher play a very broad role in the implementation of all activities within the school. For this reason, good cooperation is needed between school principals and class teachers, as well as collaboration between these two elements and other elements within the school environment such as education staff and students at school. In addition to cooperation, order, discipline, two-way communication, evaluation of school programs, and competency development of teachers and students are also needed to support the successful implementation of SBM.

Implementation of school based management in christian religion high school Kupang

This study aims to analyze the implementation of school-based management in the Christian Religion High School (CRHS) Kupang. The method used in this research is a qualitative method with a descriptive approach. The subjects in this study amounted to 3 (three) people consisting of the principal, vice principal and school committee. Data collection techniques used are interviews and documentation. The data analysis technique used is Analysis Interactive which is divided into four parts, namely data collection, data condensation, data presentation and conclusion. The results of the study show that the implementation of school-based management at CRHS Kupang has been carried out in almost all areas of school-based management which are the indicators in this study. CRHS Kupang has carried out school program planning, implemented the learning process, conducted curriculum management, managed personnel, managed facilities, implemented financial management, implemented student services, built good relations with the community, and carried out a good evaluation of school programs. CRHS Kupang still needs to pay attention to managing the school climate.

The Implementation of School-Based Management in the Merdeka Curriculum of the Sekolah Penggerak Program in Bima City

This research examines the application of School-Based Management (SBM) in the context of the Merdeka curriculum used in the Driving School Program (or Program Sekolah Penggerak, PSP, in Indonesian) in Bima City. Qualitative research was conducted in 20 randomly selected PSP schools, using secondary data and descriptive qualitative analysis techniques. The findings indicate that SBM remains relevant in meeting the demands of the community, as it grants schools autonomy to involve community members in decision-making and manage their own resources. Schools are able to allocate resources according to their needs and priorities, based on strategic and operational plans, and develop an organizational culture that reflects local values. This approach encourages community participation, helps to develop the quality of education, and promotes the formation of students with strong character through the application of noble values specific to the community in which the school is located. Overall, the study highlights the importance of SBM in promoting effective school management and improving the quality of education.

Forms of Community Participation in the Implementation of School-Based Management at SMA Negeri 2 Mataram, Indonesia

Forms of Community Participation in the Implementation of School-Based Management at SMA Negeri 2 Mataram, Indonesia

ROLE OF PRINCIPAL ON SCHOOL-BASED MANAGEMENT (SBM) AT SD NEGERI 007 PANGKALAN KERINCI

This paper discusses (1) the role of principals in implementing school-based management (SBM) and (2) the functions, strategies, and supporting and inhibiting factors in the implementation of SBM. The research is descriptive. The research subjects involved the principal, head of the school committee, and the teachers at SD Negeri 007 Pangkalan Kerinci Pelalawan. Data were collected through interview and documentation methods. Checking the validity of the data used the triangulation technique. Data were analyzed using the descriptive analysis method. The research results indicate (1) SD Negeri 007 has implemented SBM and it can be seen through its independence, either physical or non-physical independence, as well as the active participation of stakeholders. Furthermore, the results imply that (2) the dominant role of the principal in implementing SBM is the managerial role because the principal can directly choose who is a school’s organizational structure. In addition, the result reveals that (3) the school in the context of SBM is to facilitate people in the school. The people are principals as educators, managers, administrators, supervisors, leaders, entrepreneurs, motivators, and climatologists. Lastly, (4) the inhibiting factor in implementing SBM is communication that has not been applied well in the schools and the lack of socialization for the implementation of SBM. Conversely, the supporting factor comes from the active role of school residents in the implementation of SBM and the granting of great authority or big autonomy from the office to schools.