Implementing school-based management in Indonesia: impact and lessons learned

Heyward, Mark; Cannon, Robert; Sarjono,

doi:10.1080/19439342.2011.568122

Cited by 15 publications

(16 citation statements)

References 9 publications

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“…More particularly in the context of Indonesia, the findings presented in this study is in line with previous studies in school settings where international donor agencies are there to assist the implementation of SBM providing significant training on school leadership (Bandur, 2012a, b; Bandur and Gamage, 2014; Bandur and Djerubu, 2013; Caldwell, 2005; Heyward et al , 2011). Caldwell (2005) has reported that the implementation of SBM in eastern Java had led to improvements in student achievements.…”

Section: Discussionsupporting

confidence: 89%

“…It increases parental and community participation and help creating a partnership (Bandur, 2012a; Briggs and Wohlstetter, 2003; Gamage, 2006b, 2008a, 1998b; Grauwe, 2005; Parker and Leithwood, 2000; Ranson, 2008; Stevenson, 2001). SBM can also help schools to increase the quality of education, provide a healthier teaching and learning environment while improving student achievements (Bandur and Gamage, 2014, 2009; Caldwell, 2005; Gamage, 2006b; Gamage and Sooksomchitra, 2004; Gamage and Zajda, 2009; Heyward et al , 2011).…”

Section: Introductionmentioning

confidence: 99%

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Stakeholders’ responses to school-based management in Indonesia

Bandur

2018

IJEM

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Purpose The purpose of this paper is to explore the key determinants of effective school-based management (SBM) for improved teaching−learning environments and student achievements, while identifying the major reasons as to why poor implementation of SBM is associated with lower student achievements. Design/methodology/approach Both dimensions of quantitative and qualitative research were applied for the purpose of this study with active participation of 334 school stakeholders, including principals, teachers, parents, and school council members. In addition to the survey, 33 Interviews and FGDs were conducted with the participation of 61 key informants. These were followed by an examination of school documents, including students’ national examination results. Findings This study concludes that SBM drives the emergence of decision-making authority of principals, the presence of participatory school decision-making, and high involvement of school council for better teaching and learning environments. In turn, effective implementation of SBM policy is associated with healthier teaching−learning environment and better student academic achievements. However, less effective implementation of SBM is due to lack of proper understanding of the school stakeholders that resulted in lower academic achievement. Practical implications Adequate provisions of training on the part of school council members and school principals are required for significant results of SBM policy and programs for improved teaching–learning environment and increased student achievements. The training focuses on, among others: school leadership, school development planning and changing roles of school leaders under SBM reform. Originality/value This study builds on global and Indonesian developments of the decentralized education through SBM model. This study is highly significant in addressing the current debates in existing literature about whether or not SBM has resulted in school improvements and higher student achievements. Practically, this study provides adequate insight to educational leaders, policy makers and international donor agencies in demonstrating why SBM is effective in particular school settings as well as why SBM policy and programs are not effectively implemented in other schools that resulted in lower student achievements.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Stakeholders’ responses to school-based management in Indonesia

Bandur

2018

IJEM

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“…Transformational leadership involves principals' behaviors that engage and encourage school members to become active and committed participants in evaluating and improving their school culture through shared vision and missions (Leithwood & Jantzi, 1997). In response to the new policy in Indonesia, transformational leadership practices that build and share the school visions might well be central to leading the school to make changes (Heyward, Cannon, & Sarjono, 2011).…”

Section: School Climatementioning

confidence: 99%

Transformational Leadership and its Impact on School Climate and Teachers’ Self-Efficacy in Indonesian High Schools

Damanik¹,

Aldridge

2017

Journal of School Leadership

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This study examined the relationships between principals’ leadership, school climate, and teachers’ sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The results indicated statistically significant and positive relationships between leadership style, school climate, and teacher self-efficacy. With the exception of individual support, the relationships between principal leadership and teacher self-efficacy were largely indirect, mediated through staff collegiality and goal consensus.

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“…Priority scale determines the implementation of an effective and efficient education in schools. Good implementation in the aspects of leadership, administration, planning, and financing, along with transparency, accountability and developing active participation of parents and the community, provides the foundation needed to realize more meaningful teaching and learning activities (Heyward et al, 2011). Adequate funding will support activities in elementary schools both learning and extracurricular activities, as well as all contests that schools participate in.…”

Section: Bos Student Committeementioning

confidence: 99%

Effect of Public Elementary School Financial Challenges on Student Achievement

Wibowo

Rukayah

2020

JIP

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The quality of education is often seen from the achievements of students. Meanwhile, student achievement in school is influenced by many factors. The financing factor is one factor that cannot be separated from the teaching and learning process. The relationship between educational funding and student achievement is still being debated. This study aims to reveal the relationship between the number of funding resources in schools and student achievement. This research used qualitative methods. Data collection was carried out using interviews, observation, and documentation techniques. The collected data were analyzed using interactive model analysis and purposive sampling techniques. The results of this study indicate that public elementary schools have limited sources of funding. The amount of money managed by one school differs depending on the number of students and the ability of parents. This study finds that education funding has no direct effect on student achievement. Schools that have significant financial resources do not necessarily have high achievements. The effectiveness of schools in managing their finances also becomes essential. Besides, the role of policymakers, the ability of teachers, and the participation of parents are crucial to increase the education quality.

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Implementing school-based management in Indonesia: impact and lessons learned

Cited by 15 publications

References 9 publications

Stakeholders’ responses to school-based management in Indonesia

Stakeholders’ responses to school-based management in Indonesia

Transformational Leadership and its Impact on School Climate and Teachers’ Self-Efficacy in Indonesian High Schools

Effect of Public Elementary School Financial Challenges on Student Achievement

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