School-based Management Research Articles

IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIKAN DI SDN 2 KALIWENANG KABUPATEN GROBOGAN

This research is motivated by the diverse needs of students in learning, the needs of teachers in carrying out learning activities, and other staff in their professional development. The purpose of this research is to know the process of implementing School-Based Management at SDN 2 Kaliwenang and to find out the supporting and inhibiting factors in the implementation of School-Based Management at SDN 2 Kaliwenang. This research method is descriptive qualitative, researchers carry out activities by describing data and facts by finding existing realities and carried out continuously from the beginning to the end of the study. The results of this study showed that the implementation process of School-Based Management at SDN 2 Kaliwenang includes the effectiveness of the learning process, strong school leadership, effective management of personnel, the school has independence, participation of school and community members and school transparency. Supporting factors in the implementation of School-Based Management at SDN 2 Kaliwenang include financial, human resources and their thoughts as well as facilities and infrastructure. Meanwhile, the obstacles in implementing School-Based Management at SDN 2 Kaliwenang include school management, community participation and teaching and learning activities.

The Role of the School Committee in the Implementation of School-Based Management in the Sidoarjo District

<em>The role of school committees in improving the quality of education through the concept of School-Based Management (SBM) is motivated by changes in education policy from centralization to decentralization as a consequence of regional autonomy policies. This change has a positive impact, namely encouraging community participation to participate in improving the quality of education. The purpose of this study was to analyze the role of school committees in the implementation of School-Based Management (SBM) policies. Data were collected through document studies and interviews of public and private SMP/MTs in Sidoarjo Regency with a sample of 24 schools, while data analysis was carried out descriptively. The results showed that the role of the school committee was quite high. The advisory role averaged 86%, the supporting role reached an average of 90%, the controlling role averaged 53%, and the mediating role reached an average of 83%. From this percentage, it is hoped that the role of the school committee will have an impact on improving the quality of education continuously.</em>

Levels of Perception on School-Based Management Implementation in San Luis National High School, Philippines

The goal of school-based management (SBM) is to empower school personnel to improve, innovate, and foster ongoing professional development in schools. SBM was developed to make a fundamental change in educational practice. This study aimed to determine and evaluate the levels of perception on school-based management implementation in San Luis National High School, San Luis District-I, Division of Agusan del Sur, Philippines. The study employed and utilized descriptive-correlational survey research design. Furthermore, the questionnaires were sent to the San Luis National High School teachers and the randomly chosen teachers who visited the aforementioned school to serve as study participants. Hence, it reveals that 64.15% (127 out of 198) of respondents are female and 35.85% (71 out of 198) are male. Based on the findings, a moderate descriptive rating for each dimension of school-based management (SBM) implementation is indicated by an overall mean rating of 3.37 and a standard deviation of 0.637. Wherein, all scored higher than the minimum standard: leadership and governance, 3.66±0.729; curriculum and learning, 3.39±0.542; accountability and continuous improvement, 2.98±0.691; and management of resources, 3.43±0.607. Based on how the data was processed, the Pearson correlation is equivalent to 0.541 with a r2 of 0.365. The positive correlation coefficient of determination (r), which is comparable to the significance threshold of p< .05. The perception of school-based management (SBM) implementation among teachers in this regard was determined to be moderate. Additionally, it was discovered that the level of SBM implementation was exceeding the minimum standard.

School-Based Management Practices and the Basic Education Learning Continuity Plan in the New Normal in Aborlan South District, Department of Education, Division of Palawan

School-Based Management Practices and the Basic Education Learning Continuity Plan in the New Normal in Aborlan South District, Department of Education, Division of Palawan

Correlates Transformational Management Styles and School-Based Management (SBM) Practices of School Heads

Transformational Management Style is a leadership style that School Heads may use to lead and manage the school. Whereas, School-Based Management, also known as SBM, is a hot topic among public schools nowadays. The study aimed to determine the correlations between transformational management styles and school-based management (SBM) practices of school heads in Congressional District I-B of the Schools Division of Nueva Ecija. The 174 school heads were selected using total enumeration sampling, while 318 teachers were selected using a stratified sampling design. The descriptive correlational research design was utilized in satisfaction with the objectives of the study. On the school-based management practices of school heads in Congressional, District I-B have the same point of view and were strongly agreed that School Heads were evidently practiced and performed well in the school operations and management. Furthermore, the school heads’ number of training and seminars attended in national, regional, division, district, and schools found a positive correlation between transformational management styles in all areas-individual considerations, intellectual stimulation, inspirational motivation, and idealized influence. Moreover, the highest educational attainment found a positive correlation between school-based management and the management of resources. Trainings and seminars attended by the School Heads in regional, division and district level have a significant relationship to their SBM ratings. Furthermore, School Heads’ Intellectual Stimulation and Idealized Influence have significant relationship to their SBM ratings. School heads’ and teachers' assessments found a low level of significance based on the assessments of school heads' transformational management styles and school-based management practices.

Road Mapping Towards a Successful School-Based Management System

This study described the experiences and determined the process and practices of schools with advanced levels in the implementation of School-Based Management (SBM )in Dinalungan and Casiguran District in the Division of Aurora Philippines. The researcher employed the qualitative descriptive method of research where sixteen participants were interviewed, consisting of school heads, teacher coordinators, and community linkages such as the GPTA President and Barangay captain in the same Division. Thematic analysis and document analysis were utilized in generating the emerged five (5) themes, namely, 1. Planning of School-Based Management, 2. Strategizing and Implementing SBM, 3. Struggling the Rough Roads, 4. Transforming leadership, and 5. Achieving excellence at the end of the rocky road. Furthermore, survey participants discussed the school practices they employed to achieve the advanced level. Insights were also presented for the future growth of SBM implementation. The findings revealed that an excellent school’s management would have a significant impact on the quality of instruction provided to the students, the development of schools’ head leadership, the pedagogical skills of teachers, and its vital relationship to the community stakeholders. Based on the findings of this study and the emerged themes, the researcher has drawn the best practices and offered the 5I’s model, which can be utilized to achieve goals that ensure the long-term viability of school-based management. This will be useful for managing programs and projects that benefit both the schools and students by improving the existing practices, implementing the school-based leadership, and maintaining advanced levels in SBM.

Implementasi Manajemen Berbasis Sekolah Pada Sekolah Menengah Pertamadi Desa Tertinggal

Abstract
 School-based management is important for one-roof State Junior High Schools, especially those in disadvantaged areas, because it is useful in efforts to improve the quality of education. The problem faced is that the implementation of SBM is not optimal. This type of research is descriptive qualitative. Data collection was done by interview, observation, and documentation methods. The method of analysis using triangulation. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. The results of the study found that, (1) Leaders did not fully know about school-based management and its implementation. (2) Community participation has not been maximized in various school activities, especially to support learning activities. (3) Parents do not facilitate and provide learning assistance for students at home, especially reading activities. (4) Supervision to evaluate the implementation of school-based management in One Roof Junior High School has not been optimal. Likewise, the implementation of teacher supervision in the learning process carried out by the principal is still limited. It is recommended for further research to find tips or strategies as a solution to improve the implementation of school-based management in one-roof Junior High Schools. Stakeholders must make a program of strengthening or technical guidance for school-based management with participants from school principals, teachers and school committees.
 Keywords: School-Based Management, Quality of Education, One Roof Junior High School

Implementation of School-Based Management in Improving the Quality of State Islamic Junior High School

This study examines implementing school-based management to improve the quality of State Islamic junior high schools. This study aims to determine the application of school-based management principles (SBM) in improving the quality of State Islamic junior high schools and the implementation of school-based management concepts in improving the quality of State Islamic junior high schools. This study uses a qualitative research method with a case study approach. Data was collected using observation techniques, in-depth interviews, and documentation studies. The data obtained were analyzed by data reduction techniques which were then presented in a table to build themes related to the existing theoretical constructs. Then the independence of State Islamic junior high schools in meeting the availability of facilities and infrastructure is also good. Then the State Islamic junior high school’s collaboration has been carried out with various relevant parties internally and externally. Furthermore, stakeholder participation in school management can be seen from the support of stakeholders' funds, facilities, and personnel in implementing work programs in State Islamic junior high schools. Furthermore, the transparency carried out by madrasas has also been carried out through the openness of State Islamic junior high schools in conveying information through meeting activities, State Islamic junior high schools bulletin boards, and websites. The research implication is the need for the principals to socialize the concept of school-based management so that all existing actors have a high sense of responsibility for each task assigned to them to improve the quality of education.

Implementation of School-Based Management in Improving the Quality of State Islamic Junior High School

Implementation of School-Based Management in Improving the Quality of State Islamic Junior High School

Principal Managerial Skills in Implementing School-Based Management: A Literature Review

This study aimed to describe principals’ managerial skills in the development of School-Based Management (SBM). The method used in this study was a literature review. The results and discussion of the study, namely the principal’s managerial skills, include; Technical skills (technical abilities), human skills (human relations abilities), and conceptual skills (conceptual abilities), which are implemented in school-based management with components of curriculum management and teaching programs, education staff, student affairs, finance, educational facilities and infrastructure, management of school and community relations, and special services for institutions. The indicators for the success of School-Based Management (SBM) include support from school principals and teachers, sufficient financial resources, clear commitments, responsibilities, skills, and qualifications of school officials, appropriate plans, obligations, and accountability.

Principal Managerial Skills in Implementing School-Based Management: A Literature Review

Principal Managerial Skills in Implementing School-Based Management: A Literature Review

Analisis kebijakan otonomi pendidikan di Indonesia

This study aims to analyze the autonomy policy of education in Indonesia. This study uses a qualitative approach with library research techniques. The results of this study indicate that the increase in the education budget allocation has not been able to increase the competitiveness of national education in the global arena. The implementation of educational autonomy through the establishment of various policies, including school-based management and the independent campus policy aims to give authority to educational institutions to provide flexibility in the management of education. Although the education autonomy policy has been able to increase the national education participation rate, this policy also raises new problems such as policy conflicts between the central government, regional governments, and educational institutions, inefficiency in education management, the occurrence of new corrupt practices, and education policies that tend to be top-down. The conclusion is that although it is in line with the demands of reform, education autonomy in Indonesia does not necessarily improve the quality of national education.

The Role of School Based Management and Students’ Academic Performance in Secondary Schools in Owo Local Government Area of Ondo State, Nigeria

The perceived inadequacies in the decentralization of administrative power and authority to the school-based management committee seems to hamper quality education service delivery and is partly responsible for the relatively low level of students’ academic performance in Nigerian public secondary schools. This study therefore examined the key roles performed by the school-based management (SBM) in the aspects of decision-making, physical plant planning, school-community relations, coordination of academic program and policy intervention, as well as implication of these key roles on students’ academic performance in secondary schools in Owo Local Government, Ondo State, Nigeria. The study adopted the descriptive survey research design. Respondents comprised 99 key members of the SBM randomly sampled from nine public secondary schools. Data were collected using School Based Management Questionnaire [SBMQ] and Students’ Academic Performance Inventory [SAPI]. Two research questions and one hypothesis guided the study. Data were analyzed using percentage, mean and multiple regression analysis. The result indicated that the school-based management committee made moderate contributions in all the different dimensions of the key roles that are performed in secondary schools. The result further revealed that a combination of the key roles of SBM jointly accounted for 28.6% (0.286) contribution to students’ academic performance at < 0.05. The study concluded that the School Based Management Committee (SBMC) made a moderate contribution to the school management which accounted for a low contribution to the students’ academic performance; limited contributions of the SBMC were also recorded in the award of school projects, capacity training of teachers and selection of students’ textbooks. It was recommended that the Government through the Ministry of Education should reinvigorate SBM practice and prioritize the significant inputs of the school-based management committee to enhance the quality of decision-making and mobilize adequate resources for infrastructural development and support for teachers’ capacity training to improve the quality of teaching-learning process for better academic performance of students in public secondary schools.

PROFIL PENERAPAN MANAJEMEN BERBASIS SEKOLAH DALAM MEWUJUDKAN MUTU PENDIDIKAN SEKOLAH DASAR ISLAM TERPADU DI KECAMATAN NONGSA KOTA BATAM

The purpose of this study is to describe the description of the application of school-based management in Integrated Islamic Elementary Schools in Nongsa District, Batam City and the quality of education of Integrated Islamic Elementary Schools in Nongsa District, Batam City. conducted in SDIT which is located in Nongsa sub-district, Batam City. The participants/informants of this research are; 1) Principal; 2) Teacher; 3) Employees 4) School Committee at Integrated Islamic Elementary School in Nongsa District, Batam City. Data collection through interviews, observation, and documentation. Data analysis includes data collection, data selection, data display, conclusion drawing and verification. School-based management at the Integrated Islamic Elementary School in Nongsa District, Batam City is quite optimal. SBM is implemented by implementing a school-based learning curriculum that refers to the Education Office and is combined with an integrated learning model that is typical of Islamic schools, school-based student management, school-based management of educators and education personnel, sapras management, school-based financing management, school relations management and education. school-based society. school-based cultural and environmental management, while the education quality of the Integrated Islamic Elementary School in Nongsa District, Batam City is adequate both in academic and non-academic aspects.

Effectiveness of School Resources Management in Improving The Quality of Education

This study aims to describe the effectiveness of school resource management in improving the quality of education. The quality of education includes a description of the ability of education in schools in accordance with the standards and objectives to be achieved. This study uses a descriptive type of research and a qualitative approach. The results of the study indicate that the quality of education is the ability of the education system to increase the added value of input factors in order to produce quality outputs. Implementation of School-Based Management (SBM) requires the involvement of all resources who have the ability to empower to be empowered by schools on an ongoing basis by applying an integrated problem-solving approach to management.

Peningkatan Kualitas Pendidikan Sekolah Unggulan dan Perguruan Tinggi

This study examines leading school and college improvement, the research method uses the type of library research, which is a series of activities related to library data collection methods. The results of the study found that to improve the quality of education in schools, various management models and quality improvement strategies could be taken, including Total Quality Management Theory, Organizing Business For Excelency Theory, Four Factor Quality Improvement Models, and Education Quality Improvement through School-Based Management. The strategy to improve the quality of education in schools can be done in the following ways: namely a strategy that emphasizes the results (the output oriented strategy), a strategy that emphasizes the process (the process oriented strategy), and a comprehensive strategy (the comprehensive strategy). As for the challenges in efforts to improve the quality of education in schools, there are many but in essence the inadequate resources of education actors in schools, political will from policy holders and the education policy itself. Some things that must be considered in connection with the strategy to improve the quality of education in universities include Students Who Are Educated, Lecturers as Educators and Teachers, Facilities and Infrastructure

Hong Kong high school students' perceptions of the new secondary school curriculum.

BackgroundThe New Senior Secondary (NSS) curriculum in Hong Kong aims to change the exam-oriented culture and promote students' all-around development. This reform emphasizes student-centered learning and promotes a shift from a top-down approach to school-based management, with the ultimate goal to help students become lifelong learners. This study examined students' perceptions of the NSS curriculum with a focus on their noncognitive development (e.g., self-understanding, positive values, purpose in life, and resilience).MethodsThe data were collected from 3,498 Secondary 6 students in Hong Kong (Girls: 47.7%; Mean age: 17.33 years) using a self-reported questionnaire in 2015. We examined the psychometric properties of the instrument, “Perceptions of the New Secondary School Curriculum” (PNSC), and conducted multigroup CFA to evaluate the measurement invariance of PNSC across genders. Paired t-test analysis was used to examine whether students perceived the junior and senior secondary curricula differently. A series of multivariate analysis of variance (MANOVA) were conducted to examine students' perceptions of the curriculum by gender and by academic performance level.ResultsResults based on percentage responses showed that most students liked the curriculum and acknowledged its benefits in promoting their noncognitive development. However, substantial proportions of the students also reported relatively negative responses to some items, particularly their fondness for senior secondary education. Students generally reported higher fondness for the junior secondary curriculum than for the senior secondary curriculum. Girls had more positive perceptions of the NSS curriculum than did boys. High-performing students liked the NSS curriculum the most and perceived the most benefits of the curriculum in promoting their noncognitive skills, whereas low-performing students showed the lowest levels of fondness for/interest in the curriculum and perceived benefits.ConclusionsOur findings support previous evidence showing initial success in promoting students' noncognitive skills but also alert educators and policymakers that the curriculum should not leave the low-performing students behind. Collective efforts from schools, educational bureaus, researchers, and policymakers are needed to take appropriate measures to cater to students' balanced development.

Manajemen Berbasis Sekolah dalam Meningkatkan Kualitas Belajar Siswa

School-Based Management (SBM) is an alternative form of school or madrasa management, in the education decentralization program, where schools have the right to adapt better and more adequate education to their students. SBM is a strategy in managing education in madrasas that optimizes every madrasa's internal resources. The type of research is qualitative research, with data collection techniques through interviews, observation, and documentation. In the analysis using several stages, namely; data reduction, data presentation, drawing conclusions and verification. The results of the research show that the planning and implementation of activities carried out are following standard procedures given by the head of the madrasa by applying indicators to improve the quality of student learning.

School and Community Relationship Management: A Literature Review

School-based management (SBM) is a management model that provides flexibility and freedom to schools that are expected to be able to manage and develop education with good education management in accordance with the potential, demands and needs that exist in schools. The management of SBM that occurs in school and community relations will provide a process of fostering and developing the personal growth of students so that it has an impact on improving the quality of schools. The problem is quite complex, one of which is the relationship between the school and the community.

School Management in the “Sekolah Penggerak” Curriculum in Vocational High School

This study aims to describe the process of secondary school-based management in the “Sekolah Penggerak”curriculum. The research method used is a qualitative description. Data collection techniques were carried out by means of interviews, direct observation and documentation. The results of the study describe a “Sekolah Penggerak”program that focuses on developing student learning outcomes holistically by realizing the Pancasila Student Profile which includes competence and character starting with superior human resources.