Key Elements of a Successful School-Based Management Strategy

Briggs, Kerri L.; Wohlstetter, Priscilla

doi:10.1076/sesi.14.3.351.15840

Cited by 83 publications

(82 citation statements)

References 8 publications

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“…Early research comparing public and private schools in the USA (Chubb and Moe 1990), which has since been contested (see Maslowski et al, 2007), found higher levels of achievement in schools with more autonomy in relation to curricula, allocation of resources, teaching methods and staffing. Research on the effects of schoolbased management on achievement has had mixed results, although more recent studies have suggested that the specific design is important for performance to be enhanced (Briggs and Wohlstetter, 2003;Fullan and Watson, 2000;Leithwood and Jantzi, 2006;see Maslowski et al, 2007). Another body of evidence uses achievement data derived from the Programme for International Student Assessment (PISA), which assesses 15 year old pupils' performance in reading, mathematical, and scientific literacy (OECD, 2001(OECD, , 2007a(OECD, , 2007b.…”

Section: Decentralisation In Educationmentioning

confidence: 99%

Decentralisation and Educational Achievement in Germany and the UK

West

Allmendinger

Nikolai

et al. 2010

Environ Plann C Gov Policy

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We examine decentralisation in school-based education, with particular reference to two countries, Germany and the UK. The first section explores the notions of devolution and decentralisation. It examines different types of decentralisation and some of the ideas with which it is associated including, in education, improving educational standards. The second section considers the decentralisation of education in Germany and the UK. It examines the decentralisation of political authority, policies pursued at national and sub-national levels and the delegation of responsibilities to school level. It then compares achievement levels in the two case study countries and explores whether particular policies, pursued at sub-national levels, might be associated with differing levels of attainment. We argue that decentralisation in the field of education is multifaceted and complex, with different types of decentralisation co-existing. Our analysis suggests that certain policies, pursued as a result of decentralisation may be associated with different educational outcomes, but it is not possible to draw definitive conclusions particularly in light of the differing political, policy and socioeconomic contexts.

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Section: Decentralisation In Educationmentioning

confidence: 99%

Decentralisation and Educational Achievement in Germany and the UK

West

Allmendinger

Nikolai

et al. 2010

Environ Plann C Gov Policy

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“…Under SMI, the school physical environment and facilities were to be up-graded or enhanced and learning resources diversified (Briggs & Wohlstetter, 2003). Facilities like classrooms, school halls, the library, staff rooms, computer-assisted learning room and computer rooms air-conditioned are essential.…”

Section: Resources and Accommodationmentioning

confidence: 99%

“…A survey on SMI found that more systematic planning, however, was evident to be illusory, since involvement appeared to be confined to the senior levels of staff, and even monopolised by the principal (Education Department [ED], 1994). The roles and responsibilities of the principal in a restructuring school have changed to acquire and practise certain types of leadership and managerial behaviours in order to implement the restructuring process successfully (Caldwell & Spinks, 1992;Briggs & Wohlstetter, 2003). The leadership and work relationship related to school management effectiveness.…”

Section: Leadership Competence and Work Relationshipsmentioning

confidence: 99%

Principals and Teachers’ perceptions of School-Based Management

Yau¹,

Cheng²

2014

IER

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The study aims to examine the perceptions of a sample of Hong Kong principals and teachers of the extent to which school-based management (SBM) has been effectively implemented in primary schools. More specifically, the purpose of this study is to investigate the following research questions, as perceived by principals and teachers: (1) Which features of SBM are being implemented in Hong Kong primary schools; (2) To what exten are they being implemented? (3) What is the difference between the perceptions of teachers and principals towards SBM? The features of school-based management implemented in Hong Kong primary schools include (1) leadership competence and work relationships, (2) staff coordination and effectiveness, (3) financial planning and control, and (4) resources and accommodation. A quantitative, survey questionnaire was adopted in this study. A total of 322 respondents (83 principals and 239 teachers) out of 83 primary schools responded to the questionnaire. The means, standard deviation and t-test were used to analyze the results. The finding shows that all four features of school-based management are perceived as being implemented in Hong Kong primary schools, but the degree of their implementation is not the same. The most adopted elements of school-based management are 'financial planning and control' and 'leadership competence and work relationships'. The moderate adopted element is 'resources and accommodation'. The least adopted element is'staff coordination and effectiveness'. In addition, there are significant differences between the perceptions of principals and teachers towards the areas of SBM.

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“…The newest research showed that school based management could increase learning program and produce higher level from students learning. Briggs & Wohlstetter (2003) synthesize research finding from the main school based management study to identify the core or the centre elements from the success of school based management. By comparing a success school in using school based management with the school which struggle in implementing school based management, producing 8 educational elements relates with the success of school based management.…”

Section: Introductionmentioning

confidence: 99%

The Condition of Management Developing Based on School to Improve Learning Quality in Indonesia

Triwiyanto

2017

Proceedings of the 3rd International Conference on Education and Training (ICET 2017)

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Abstract:The aim of the research is to describe the condition of assessment developing standardization result of applying management based on the school. An approach to quantitative research is descriptive design and the correlation. It is located in Batu of East Java province, in the elementary level. The population were 65 schools, the samples were 21 taken by group sampling technique proportionality. The result showed the condition of developing implementation standardization management based on schools' basic standard: a graduate competence in the high criteria (35.56%) and there was significant influence (9.883), the effective content in the low criteria (44.18%) and there was significant influence (4.920), process on the high criteria (34.92%), and there was significant criteria (7.125), teachers and the educators were in very high criteria (38.01%) and there was no significant influence (4.331), schools' facility and infrastructure in the middle criteria (62.18%) and there was no significant influence (2.383), management in low criteria (28.19%) and there was significant influence (12.308), financial in very high criteria (48.24%) there was no significant influence (0.435%), and measurement system in very high criteria (78.97%) and there was no significant influence (0.291) towards the developing of learning quality.

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Key Elements of a Successful School-Based Management Strategy

Cited by 83 publications

References 8 publications

Decentralisation and Educational Achievement in Germany and the UK

Decentralisation and Educational Achievement in Germany and the UK

Principals and Teachers’ perceptions of School-Based Management

The Condition of Management Developing Based on School to Improve Learning Quality in Indonesia

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