School-based Management Research Articles

Exploring the relationship between school-based management and school climate using PISA data

Exploring the relationship between school-based management and school climate using PISA data

SCHOOL LEADERSHIP PRACTICES TO THE SCOOL-BASED MANAGEMENT PERFORMANCE

This study determined if the school leadership practices are significantly related to School-based Management Level of Performance. The respondents were public elementary school teachers and school heads in the Division of Laguna. Descriptive-correlational design was utilized. A survey questionnaire was used to gather data. The data gathered were treated using descriptive statistics (weighted mean and standard deviation). The T-test was used to determine significant difference between perception of the school leadership practices on the school-based management performance and Spearman Rho to test the significant relationship of practices with School-Based Management focus on performance. Multiple regression analysis was likewise applied to determine which among the independent variables singly or in combination predicts the dependent variables. The school leadership practices along leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections were all rated highly evident. Therefore, based on these findings it is concluded that the level of school leadership practices has no significant difference in the SBM Level of Performance as perceived by the respondents. While there is significant relationship between school leadership practices as to leading strategically, curriculum and instruction, accountability, and continuous improvement, and building connections and SBM performance as to access, efficiency, and quality. Established educational leadership practices is needed to increase the school performance that affects the SBM level of practice thus, it is recommended that school heads and learning leaders may undergo training seminar courses focus on managing school operations, leading strategically and other leadership practices.

UISU Siantar Private High School Strategic Management Based on Internal Environmental Analysis

Strategic management is planning, monitoring, analysis and evaluation that is carried out on an ongoing basis from all the needs needed by organizations both in the world of education in an effort to achieve their goals. The purpose of strategic management in the world of education is an effort to improve education based on established laws. The implementation of strategic management of the school environment includes internal and external analysis and reaches a strategic evaluation to determine the extent to which results have been achieved. This study aims to describe the strategic management of Uisu Siantar Private High School based on an analysis of the internal environment. The internal environment is an environment that has a direct influence on the operation of educational institutions, such as curriculum, students, teaching and educational staff, facilities and infrastructure as the potential of the school itself, the competitive situation, the situation of educational customers, and graduate users. Everything influences the determination of strategies that are expected to support the school in achieving its goals. This study uses a qualitative approach and descriptive type. While collecting data using interviews, observation, and documentation. Data analysis techniques use data presentation and conclusion. The application of strategic management in education is carried out through the preparation of strategy formulation and strategy implementation, by combining school-based management.

Analysis Of School Cash Receipt And Disbursement Procedures In Improving Internal Control

School Operational Assistance (BOS) is a government program that basically provides funding for non-personnel operational costs for basic education units as implementers of the compulsory education program. The BOS program is expected to be managed according to the principles of School Based Management (SBM). Therefore, in managing BOS funds, schools are required to develop fund management in a professional, transparent and accountable manner. The purpose of this study was to analyze the accounting information system for receiving and disbursing BOS funds. The object of this research is Pandanwangi 3 Public Elementary School, Malang City. The research was conducted by analyzing the accounting information system on the organizational structure, documents, internal control systems and the resulting reports. This study uses a descriptive analysis method that describes as a whole the implementation of the accounting information system applied to Pandanwangi 3 Public Elementary School and compared with theories related to accounting information systems, so that the desired results of this study are obtained. The results of this study indicate that the accounting information system, especially the system of cash receipts and cash disbursements, is running effectively. This can be seen from the organizational structure that is in accordance with the characteristics of the school, adequate and well-designed documents, adequate internal control systems and reports, it's just that a flowchart design has not been formed in the accounting information system.

Decentralization in Education System: Outcomes and Challenges

School cluster policy implementation is an effort to develop actualized school demands in the form of decentralization of institutional authority. This article focused on recent developments in the decentralization of school-based management in enhancing administration, Academic and financial management for the development of the school system, and quality education through community participation in decision-making, proper budgetary utilization and transparency, and proper school monitoring and evaluation. The central focus of the approach is to empower school leadership. A qualitative approach using a case study strategy was employed. Fifteen school Cluster Head Teachers from the highly resourced school cluster who had attended induction training were appointed as research participants using the purposive sampling technique. The primary data were collected from semi-structured interviews. Using an explorative case study design resulted in a rich and deep description of Head teachers’ experiences. The major argument presents a model of school cluster policy in the form of decentralization of school-based management is very much relative. Still, there is a gap between policy and practice across contexts. Instead of debating the model of decentralization of school-based management, managerial practices in the form of delegation of power as an authority have to be practiced in the context around to fulfill the real needs of the school in the particular context of Sindh Pakistan. However, effective implementation of the School cluster policy must require time management, expertise, and assistance from the parental department in providing proper induction training in the local context as an initiative of delegation of power.

School-Based Digital Innovation Challenges and Way Forward Conversations about Digital Transformation in Education

Background: This article attempts to formulate a school-based model to capitalise on the opportunities and strengths within schools in the Sub-Saharan Africa (SSA) regions to ideate global school-driven digital innovation(s). Consequently, this article explores various digital innovation challenges, opportunities, and elements for schools, as well as proposed school-driven interventions. The paper seeks to open conversations among various international bodies and educational stakeholders, leading to school actors taking ownership of educational projects and school innovation. Methods: A traditional literature review was adopted to analyse the subject of Digital Transformation in Education (DTE). The traditional literature review is a comprehensive and critical overview based on the past and current literature on a subject matter without stringent methodology. Through the literature review methodology, existing materials on the subject matter are subsequently used. Terms and concepts about school innovation and management/leadership were extracted for consideration. These served as a basis for formulating a reference DTE model for interventions. This paper is underpinned by two main conceptual and theoretical bases: (i) The theory of school-based management and its related indicators, and (ii) Michael Fullan’s concept of school innovation, which is based on the three key factors of Technology, Pedagogy, and Change knowledge. Fullan’s concept is extended to showcase how Active Learning (AL) can inform pedagogical innovation. Results: This paper presents a school-based digital transformation in the education reference model as the outcome. The model uses concept maps to showcase the interrelations between DTE indicators and concepts, and the linkages around which Digital Transformation in Education could be developed as a School-Based Managed (SBM) agenda.

Improving Vocational School's Learning Quality Through School-Based Management

The School-Based Management (SBM)-based Education Quality Improvement Program must be carried out continuously to maintain public trust so that the quality of education will produce professionals who can fill jobs according to their profession in the community. This study aims to analyze the quality of learning at SMK based on school-based management. This type of research is qualitative. The research approach used in this research is qualitative research. Research instruments were used as interview guidelines (questionnaires), observation guidelines, and documentation to obtain research data. The sample data are school residents: the principal, teachers, education staff, and the school committee. The data analysis technique uses descriptive qualitative analysis. The result of the research is that government policies have improved educational outcomes through 4 stages of design, namely evaluation of educational achievements, planning of educational evaluation, improving the quality of education, and monitoring the quality of education. SMK has implemented 4 main principles of School-Based Management/SBM: the Principle of Autonomy, the Principle of Flexibility, the Principle of Participation, and the Principle of Initiative.

The Effect of Principal Managerial and Professionalism of Teachers on the Implementation of School-Based Management

The goal of this study was to determine and evaluate the impact of teachers' professionalism and school leaders' managerial skills on the implementation of school-based management. Based on these goals, this study employs quantitative research techniques using a descriptive-inferential strategy. While primary data was gathered using a questionnaire instrument, secondary data were collected through observation, interviews, and documentation studies. Following that, the data was prepared and subjected to path analysis with a mixed multiple regression model. The research population consists of junior high school principals and instructors. The sampling strategy samples the entire population using the Slovin formula, which, rounded up, will result in a total of 150 samples. Following an analysis of the study's findings, it was discovered that managerial competence of school principals has a significant direct effect on teacher professionalism by 81.6%, a direct effect on school-based management by 77.4%, a direct effect on school-based management by 75.4%, and a combined significant direct effect on both teacher professionalism and managerial competence of school principals by 75.4%. Thus, the professionalism of teachers through the managerial skill of school principals has a 60.7% impact on management at the school.

Implementation of School-Based Management at Senior High School of State I Ratahan Timur

Implementation of School-Based Management (SBM), from time to time, the public's awareness of the urgency of education is increasing and is starting to appear on the surface. The purpose of this study is to describe the implementation of school-based management at Senior High School of State I Ratahan Timur and to describe the obstacles to implementing school-based management at Senior High School of State I Ratahan Timur. Describe the efforts made by the school to overcome the obstacles to the implementation of school-based management that occurred at Senior High School of State I Ratahan Timur. The research method used is the descriptive qualitative method. the research object is the implementation of learning supervision at Senior High School of State I Ratahan Timur, the researcher uses data collection techniques through observation, interviews, and documentation studies. Furthermore, to analyze the data that has been collected from the beginning of the study to the end of the study with data reduction techniques, data presentation, and conclusions. The results of this study indicate that the principal as a school leader seeks to optimally carry out his leadership duties following the concept of characteristics of school-based management objectives. This is evidenced by his role in planning, organizing, supervising, and evaluating the implementation of teaching and learning activities and administrative services running effectively and efficiently. This study concludes that school-based management in Senior High School of State I Ratahan Timur is seen as a very good government policy so that schools can be given the authority to determine the direction of school policies independently.

IMPLEMENTATION OF SUPERVISION AND SELF-EVALUATION OF SCHOOLS WITH PERFORMANCE OF TEACHERS

Supervision and evaluation of school principals is an important thing that must be improved so that teacher performance becomes even better. Therefore, this thesis discusses the relationship between the implementation of school supervision and self-evaluation with teacher performance at Junior High School of Serang city. The research was conducted with the aim of knowing the relationship between the implementation of supervision and school self-evaluation with teacher performance. To achieve this goal, descriptive analysis is used. The study was conducted on state teachers of Junior High School in Serang city with a sample of 69 of the 221 population. Furthermore, to analyze the relationship between variables, a quantitative approach is used and a descriptive correlation design is used. The results showed (1) There was a significant relationship between the implementation of supervision and teacher performance of 5.386 with indicators of implementation, targeting, application of principles, use of techniques, follow-p plans for supervision, as well as rewards and warnings; (2) There is a significant relationship between school self-evaluation on teacher performance of 8,295 with indicators of planning, school development and school-based management; (3) The implementation of school supervision and self-evaluation is significantly related to teacher performance by 72% with teacher performance indicators of professional competence, pedagogic competence, social competence, and personality competence.

Assessment of school based management committees' involvement in managing public primary schools in Maiduguri Metropolis, Borno State, Nigeria

The study assessed school based-management committees' (SBMCs') involvement in Managing public primary schools in Maiduguri Metropolis Borno State, Nigeria. The objectives of the study were to assess: SBMCs' involvement in provision of educational resources; maintenance of educational resources and SBMCs' involvement in maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis, Borno State, Nigeria. Three research questions were answered. Survey research design was adopted for the study. Simple random sampling technique was used to select 19 head teachers out of the population of 39 head teachers of public primary schools in Maiduguri Metropolis, Borno State. Questionnaire was used for data collection. The questionnaire was validated and pilot tested. The validity index yielded a coefficient of 0.78, while the reliability index yielded a coefficient of 0.72. Mean and standard deviation were used to analyze the data. The findings of the study revealed that there were passive SBMCS' involvement in the provision of educational resources, there were active SBMCS' involvement in the maintenance of educational resources, as well as active involvement in maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis Borno State, Nigeria. Based on the findings of the study, it was recommended that government should create awareness to enlighten parents, alumni, community leaders, religious leaders on the importance attached to SBMCs involvement in provision and managing educational resources as well as maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis, Borno State, Nigeria.

School committee composition: Exploring the role of parental and female representation in India

SummaryMotivationThe adoption of school‐based management (SBM) reforms has led to the formation of local‐level school committees in many low‐ and middle‐income countries. These committees are usually created with the stated aim of giving parents or local community members a greater say in school management. Various studies have, however, highlighted difficulties with parental and female participation, casting doubt on the extent to which greater community representation improves school management.PurposeThe article examines empirically whether greater parental and female representation in Indian school management committees (SMCs) is associated with school improvement as measured by increases in the school‐level provision of basic infrastructure and services.Methods and approachFixed‐effects regression models are estimated using school‐level panel data.FindingsI find that increased parental representation is not associated with improvements in school infrastructure/service provision. Rather, what contributes strongly to improved outcomes is increased representation of elected local authority members. Overall, schools with female‐majority SMCs also perform better.Policy implicationsWhile the requirement for Indian SMCs to include representation from local government appears to be an effective feature of their composition, there is a need for capacity‐building efforts to ensure that parent members also contribute effectively to school management. SMCs should also be encouraged to meet the female representation quota, as the analysis suggests a positive association between female representation and school outcomes.

School Based Management Impact and it's Misperception

While SBM (School-Based Management) has already been implemented in many countries, including Indonesia, the Education Council has already brought this idea to create a better education act. However, SBM still has the wrong paradigm among principals of schools in Indonesia. Some of them still hardly believe that SBM can leverage their school. This paradigm is based upon their narrow-minded point of view because many of them feel that there is no "real example" that SBM really can do that is leverage from the promise. Therefore, this research tries to give empirical evidence that SBM in Indonesia can give leverage factors to schools. Even though SBM has been proven to leverage schools' achievement, there are still misperceptions among school management, parents, and teachers about how SBM should work. The result of this research is also being socialized to the principals, so they can understand how important SBM is for their school and will be eager to implement SBM in their school (for those who do not implement it yet).

The collapse of democratic principles in implementing school-based management in Islamic elementary schools during the COVID-19 pandemic

During the COVID-19 pandemic, abnormal conditions potentially lessened community partnerships in school-based management (SBM), such as democratic erosion at the decision-making or policy-making levels at school. To address these issues, this study aimed at investigating the implementation of SBM at an Islamic elementary school in Indonesia. In this study, a mixed-method research design was used, with 510 participants surveyed for quantitative data and 50 participants interviewed for qualitative data. During the pandemic, it was discovered that SBM did not perform as expected. Moreover, school principals had to make a majority of important decisions regarding the organization of school activities. They were also in charge of putting decisions and policies into action. These findings indicate that democratic principles were violated in the implementation of SBM during the pandemic. In other words, the principals and school committee partnership did not run well since the headmaster dominated the policy making on any activities without considering the voice of the school committee. Through these findings, it can be recommended that the government conduct a comprehensive evaluation of the implementation of SBM at the Islamic school level during the pandemic, and bring together principals and school committees in intense joint meetings.

School-Based Management: Participation in Improving the Quality of Education

Many efforts have been made to improve the quality of education, but education is still faced with various problems, the most crucial of which is the low quality of education. The aims of this study were to evaluate the implementation of school participation in improving the quality of education. This type of research is descriptive evaluative research. The evaluation model used in this study is the discrepancy evaluation model. This study used interview techniques, observation, and document study to collect data. Data acquisition is used with Miles and Huberman analysis. Data validation was obtained by using the data validity triangulation technique. The study results showed that the implementation of the school participation design has been carried out but has yet to meet the standards set by the government. It is because there are no AD/ART and work programs as the basic basis for carrying out activities, the implementation of school participation installations has not been carried out properly because there has not been an allocation of budgetary costs as a supporting facility to support organizational activities, implementation of the school participation process has been carried out, but not all roles have been carried out optimally by schools, implementation of school participation products already exists but is not yet by government standards. Products of school participation that still need evaluation reports on work program quality report cards, namely: budget evaluation results, infrastructure, learning outcomes, meeting minutes, quality report card production unit development documents, and graduate marketing reports.

School Based Management System At Utama Widya Pasraman Astika Dharma Karangasem

Utama Widya Pasraman Astika Dharma Karangasem is a Hindu religious education unit for high school education, according to Minister of Religion Regulation Number 10 of 2020 concerning Hindu Religious Education. The problems faced are not having their dapodik (primary educational data) house, still joining dapodik from the Ministry of Education and Culture, government assistance is not maximized, the community still considering formal pasraman as nonformal institutions such as weekly pasraman, some people thinking pasraman graduates cannot continue their studies at public tertiary institutions. This study aims to explore and analyze the School-Based Management System at Utama Widya Pasraman Astika Dharma Karangasem, so that later it can contribute to efforts to manage Pasraman. The method used is qualitative, with data analysis consisting of domain analysis, taxonomy, componential, and cultural themes. The study results show that the School Based Management System is applied according to input, process, and output characteristics. In full management implementation, community leaders are involved in improving the quality of education at Utama Widya Pasraman Astika Dharma Karangasem.

MEMENANGI PERSAINGAN PPDB DENGAN MENINGKATKAN KUALITAS SEKOLAH DAN MEMANFAATKAN MEDIA SOSIAL

Admission of New Students (PPDB) in primary and secondary education units continues to experience dynamics. Contestation among schools, especially non-favorites, in getting new students is often colored by gratification. In order to apply to the school, the school provides a stimulus by providing uniforms, shoes, bags, stationery and so on. This mode is the most basic gratification exercise. In fact, Permendikbud No. 1 of 2021 concerning the Admission of New Students (PPDB) Chapter II concerning Procedures for Accepting New Students Article 2 paragraph (1) states, PPDB is implemented objectively, transparently, and accountably. Education units have many options in marketing education, avoiding a variety of commendable action options. The best option is to improve the quality of educational services starting from the management of marketing services. The quality of RATER services (reliability, assurance, tangible, empathy, and responsiveness) is expected to be a solution to the increasingly tough competition in PPDB, especially when the world community enters the era of industrial revolution 4.0. Among educational marketing management, social media-based educational marketing is the hottest option. Because, social media today is increasingly dominant to be a part of the lives of all generations, from the older, middle generation, let alone the millennial generation. The best improvement of educational services is to improve the quality of educators. Teachers are the key role in whether or not education services are qualified. No matter how good the curriculum is, if the educator's services in the education unit are of low quality, then the education services remain low. On the contrary, no matter how bad the curriculum is, if the teachers who teach are of high quality, then the quality of educational services is high. Ideally, the best educational services start from a quality concept, are implemented by qualified educators, and are managed using services that are reliable, guaranteed, real, empathetic, and responsive to various phenomena that occur, especially for students. Quality educators who are managed with school-based management that is also qualified make the school an ideal place for learning for students. This kind of education unit is what parents are looking for to entrust their children to study at school. By improving the quality of schools plus a social media-based marketing system, it is the best way to win the competition for the admission of new students elegantly

EFEKTIFITAS KINERJA MANAJEMEN BERBASIS SEKOLAH DENGAN MENGGUNAKAN PENDEKATAN BALANCED SCORECARD PADA PENINGKATAN MUTU SMP AL AZHAR SYIFA BUDI LEGENDA

The education system is required to be able to produce maximum output by carrying out an effective process that is continuous between input, process and output as desired with a better governance system or known as school-based management, where SBM expects schools to be more independent and able to freely develop and improve the quality of performance. This study aims to determine the effectiveness of school management at SMP Al Azhar Syifa Budi Legenda by using a balanced scorecard performance measurement with four perspectives, namely a financial perspective, a customer perspective, an internal business process perspective and a growth and learning perspective. This research is a qualitative descriptive research. Primary data in the form of a questionnaire is used to measure the performance of the customer perspective and the perspective of growth and learning. In terms of performance, SMP Al Azhar Syifa Budi Legenda as a whole is in the good category. The results of measuring the performance analysis of the balanced scorecard on a financial perspective at SMP Al Azhar Syifa Budi Legenda show good performance and show financial performance that is economical, effective and quite efficient. The measurement results of performance analysis on the customer perspective show a pretty good performance.
 Keywords: Effectiveness, MBS, Balanced Scorecard

Principals’ Leadership Style towards the Implementation of Decentralized School-Based Management in Selected Secondary Public Schools in Mandaluyong City, Philippines

The purpose of the conduct of this study was to identify the leadership styles of the school heads in implementing school-based management. Likewise, it also aimed to determine the relationship between the leadership styles of the principals and its current SBM level of practice. The study was undertaken in eleven (11) public secondary schools in Mandaluyong City with fifty-five (55) teacher-respondents who are members of their respective SBM team. The mixed method design was used in the study. Correlational method of research was used to determine the relationship between the leadership styles and the corresponding current SBM level of practice. Survey questionnaire was utilized to identify the perceived leadership styles demonstrated by the principals in implementing SBM. An interview through focus group discussion was conducted to determine how leadership styles of the school heads affect the implementation of school-based management. As revealed in the results of the study, most of the members of the SBM team in each school perceived that Transformational leadership, Transactional leadership, Strategic leadership, and Democratic leadership are the frequently leadership styles employed by the principals in the implementation of the school-based management. Likewise, since the computed value 22.00 using the chi-square test is greater than the tabular value 18. 307 at 0.05 alpha and 10 degrees of freedom, the null hypothesis was rejected and concludes that there is a significant relationship between the principals’ leadership style and the status of the SBM level of practice. Most of the participants of the study perceived that leadership styles of the principals directly affect the performance of the whole team in achieving the status of SBM level of practice. A school head with a strong leadership would mean significant and better results as to compare to a school head who most of the time delegated the tasks directly to his team.

Analysis of School-Based Management and Principal Leadership in Improving Teacher Performance

This article discusses the general problem of low teacher performance in many schools in Indonesia, which can be seen from the school's consistently low qualitative average scores. The main goal of this article is to evaluate potential solutions to improve teacher effectiveness. The focus centers on two important aspects: the implementation of School Based Management (SBM) and the leadership style of the school principal. Identified challenges hindering teacher performance, including poor adaptation, lack of communication skills, and lack of openness to diverse opinions, will be examined. By using a descriptive analysis method with a qualitative approach, the author provides recommendations. The results of this article involve the implementation of a comprehensive principal leadership model that integrates visionary, democratic, and instructional elements, emphasizing support, collaboration, and commitment to ongoing professional development and motivation. The proposed model is expected to significantly improve teacher performance in schools in Indonesia.