Principals and Teachers’ perceptions of School-Based Management

Abstract

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.

Implementasi Manajemen Berbasis Madrasah di Min 2 Muaro Jambi

“…Kajian tentang persepsi kepala sekolah dan guru SD di Hongkong terhadap karakteristik MBS yang efektif dilaksanakan. Penelitian sebelumnya oleh Yau menyebutkan bahwa elemen MBS yang sering digunakan adalah perencanaan dan pengawasan keuangan, kompetensi kepemimpinan, dan hubungan kerja yang cukup digunakan adalah sumber daya dan akomodasi, yang jarang digunakan yaitu koordinasi dan efektivitas staf (Yau, 2014). Penelitian lain sebelumnya menunjukkan bahwa sebagai penelitian yang lebih ketat yang membantu menemukan peran penting guru yang efektif dalam pembelajaran siswa, kebijakan nasional dan global semakin menunjuk guru sebagai faktor utama peningkatan pembelajaran dan kualitas (Tatto, 2006).…”

Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders

“…Prior research suggests that perceptions of implementation may differ depending on the individual's role at their organization (Locke et al, 2018). For example, differences in perceptions toward EBPs and their implementation have been identified between principals and teachers (Ihmeideh & Oliemat, 2015;Yau & Cheng, 2014), and between principals and school psychologists (Eagle et al, 2015). Similarities and differences between administrators' and teachers' perceptions of school organizational context have also been identified (Locke et al, 2019c).…”