School based management effects: Resources or governance change? Evidence from Mexico

Santibáñez, Lucrecia; Abreu-Lastra, Raúl; O’Donoghue, Jennifer L.

doi:10.1016/j.econedurev.2013.11.008

Cited by 39 publications

(30 citation statements)

References 13 publications

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“…It is certainly necessary to have an intensive improvement or coaching for the principals, especially in the city of Blitar in the implementation of the SBM program. This is as revealed by [7] that the result suggest the prograsm had substantial positive effects on third grade Spainsh test score, with the most benefits accruing to school receiving…”

Section: Management and School Environmentmentioning

confidence: 69%

Implementation of School-Based Management Program in Public Elementary School

Benty¹,

Supriyanto²

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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This study aims to describe the implementation of school-based management (SBM) program in public elementary school in Blitar City, East Java Province. This study uses a quantitative approach and is included in the type of descriptive research. Source of data in this study is the principal of public elementary schools in the city of Blitar which amounted to 34. The main tool to collect data in this study is a questionnaire that was prepared based on the concept of measurement Likert Scale. The data analysis techniques using descriptive statistical analysis techniques. The results of data analysis show that the implementation of SBM program in public elementary school in Blitar city as a whole has been successfully implemented. But there are some components of SBM that still need to be improved again.

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Section: Management and School Environmentmentioning

confidence: 69%

Implementation of School-Based Management Program in Public Elementary School

Benty¹,

Supriyanto²

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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“…10, No. 5;2017 improving education coverage and completion; implementing innovative teaching methodologies (Gutiérrez & Villegas, 2015); progressing on accountability; focusing on improvement of student outcomes (Martin, 2009); increasing participation and balancing stakeholders autonomy at federal and state levels to generate inclusive governance (Santibañez et al, 2014); and placing strong emphasis on staff and directing funding where it is most needed.…”

Section: Discussionmentioning

confidence: 99%

“…To continue improving the whole education system, it will be necessary to consider the following issues: developing better qualified teachers; improving study programs; upgrading school infrastructure; overcoming critical equity challenges; improving education coverage and completion; implementing innovative teaching methodologies (Gutierrez, et al, 2015); progressing on accountability and focusing on improvement of student outcomes (Martin, 2009); increasing participation and balancing stakeholder autonomy at federal and state levels to generate inclusive governance (Santibañez et al, 2014); placing strong emphasis on staff and directing funding where it is most needed. The business and innovation environment pillar ies.ccsenet.org…”

Section: Government Procurement Of Advanced Tech Productsmentioning

confidence: 99%

Education, Science and Technology in Mexico: Challenges for Innovation

Gómez-Meriño¹,

Trejo-Téllez²,

Cadena³

et al. 2017

IES

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The innovation process is founded on a high-quality education system at all levels, which trains scientists and technologists capable of generating innovations. Education is the most decisive factor in human development, yet in Mexico current statistics reveal a critical situation at every educational level, as only 1 out of every 10 children entering elementary school obtains a university degree, and less than 0.01% of the population holds a doctoral degree. In addition, international tests such as the Programme for International Student Assessment (PISA) reflect the low educational performance of Mexican students in several subject areas. The deficiencies found in the national education system negatively impact innovation indicators. Although there have been major initiatives to reverse underperformance in education, science, technology and innovation (STI), the country has actually seen its global competitiveness ranking fall from 55th in 2013 to 57th in 2015, and structural reforms in education, science and technology proposed since 2012 have still not been successfully implemented. This paper analyses the current status of the education and STI systems in Mexico and sets out some strategies to improve public policies to profit from the great competitive advantages that Mexico has as an emerging economy, with about 52 million economically active people and great untapped potential if innovations policies are implemented successfully.

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“…Therefore, the purpose of this study is the structural relations of parameters of school-based management based on decentralization, responsibility, participation, organizational culture, and organizational commitment. Participation is a process that subordinators are shared with significant levels of decision making power (Santiban˜ ez et al, 2014). In other words, mental and emotional involvement of people helps in group situations to get to group purposes and share in responsibility of tasks.…”

Section: Introductionmentioning

confidence: 99%

“…American education and research office (1996) introduced school-based as type of educational changes and curriculum. This matter is effective, when it is involved with active school affairs (Santiban˜ez, Abreu-Lastra, & O'donoghue, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Structural Relations of Parameters of School-Based Management Based on Decentralization, Responsibility, Participation, Organizational Culture, and Organizational Commitment

Beidokhti¹,

Fathi²,

Moradi³

2016

RES

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The aim of this study is to carry out the structural relations of parameters of school-based management based on decentralization, responsibility, participation, organizational culture, and organizational commitment. This study is an applied and survey. The statistical population of this research is all of the managers and teachers of Tehran city, of which 148 people (119 teachers and 29 managers) have been selected based on random sampling. The data have been collected using a questionnaire, whose admissibility and constancy have been proved in accordance to the view of related experts. In order to analyze data, Lisrel software has been used. Findings of study show that among the studied indexes, the organizational commitment with a path coefficient of 0.89; responsibility with a path coefficient of 0.86; participation with a path coefficient of 0.78; decentralization with a path coefficient of 0.73; and organizational culture with a path coefficient of 0.69, respectively maintain the most impact on the implementation of school-based management system in the schools of Tehran city. The principle of school management (school-based management) coupled with participative management is one of the approaches adopted by the majority of pioneering countries in a bid to enhance the efficiency of school management and to improve the quality of academic progress of pupils, which should be taken into consideration by the planners and decision-makers of our country's educational system. The theoretical and applied allusions of the findings were discussed.

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School based management effects: Resources or governance change? Evidence from Mexico

Cited by 39 publications

References 13 publications

Implementation of School-Based Management Program in Public Elementary School

Implementation of School-Based Management Program in Public Elementary School

Education, Science and Technology in Mexico: Challenges for Innovation

The Structural Relations of Parameters of School-Based Management Based on Decentralization, Responsibility, Participation, Organizational Culture, and Organizational Commitment

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