School-based management in marginal areas: Satisfying the political context and student needs

Ulfatin, Nurul; Mustiningsih,; Sumarsono, Raden Bambang; Yunus, Jamal Nordin

doi:10.1177/0892020620959739

Cited by 16 publications

(18 citation statements)

References 36 publications

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“…In this context, School-Based Management (SBM) provides autonomy opportunities in developing policies and planning school activities initiated by the principal and the community. This shows how strong the role of a teacher is as the central point of innovation and education reform in schools (Ulfatin et al, 2022). The success of the principal is shown through his role, especially as a manager, administrator, and leader (Vally & Daud, 2015).…”

Section: Resultsmentioning

confidence: 95%

The Role of the School Committee in the Implementation of School-Based Management in the Sidoarjo District

Dewi¹,

Rodli²,

Niswatin

et al. 2022

Int. J. Mul. Disc. Sci.

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<em>The role of school committees in improving the quality of education through the concept of School-Based Management (SBM) is motivated by changes in education policy from centralization to decentralization as a consequence of regional autonomy policies. This change has a positive impact, namely encouraging community participation to participate in improving the quality of education. The purpose of this study was to analyze the role of school committees in the implementation of School-Based Management (SBM) policies. Data were collected through document studies and interviews of public and private SMP/MTs in Sidoarjo Regency with a sample of 24 schools, while data analysis was carried out descriptively. The results showed that the role of the school committee was quite high. The advisory role averaged 86%, the supporting role reached an average of 90%, the controlling role averaged 53%, and the mediating role reached an average of 83%. From this percentage, it is hoped that the role of the school committee will have an impact on improving the quality of education continuously.</em>

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Section: Resultsmentioning

confidence: 95%

The Role of the School Committee in the Implementation of School-Based Management in the Sidoarjo District

Dewi¹,

Rodli²,

Niswatin

et al. 2022

Int. J. Mul. Disc. Sci.

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“…According to Ulfatin, Mustiningsih, Sumarsono and Yunus [24], when a teacher transfers, one does not expect the loss in morale and effect on output that such administrative movements could carry. Where workers feel excluded, profound discontent could emerge.…”

Section: Perception Of Teachers Towards Their Transfers On Students' ...mentioning

confidence: 99%

Perception of Teachers towards their Transfers on Students’ Academic Achievement in Public Secondary Schools in Kakamega County

Angote

Yambo

Sika

2023

JESBS

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Teachers’ transfers are historical occurrences in education. However, such transfers may have different effects on teacher stability and curriculum coverage. The focus of this study was to assess the perception of teachers towards their transfers on students’ academic achievement in public secondary schools in Kakamega County. Education Production Function Theory (EPFT), Theory of Constraint (TOC) and Social Exchange Theory (SET) were found to be relevant for the study. The target population was 268 public secondary Schools, 1500 teachers, 268 principals and one (1) County staffing officer. The sample size of 30% of the population was deemed to be adequate for the study. The sampling techniques used were; simple random sampling, stratified sampling and systematic sampling. Data collection procedures were done with the help of administering questionnaires to respondents, document analysis and interview schedules were the major principal instruments used. Validity of research instruments was done with the help of two university research supervisors from Kisii University. Reliability of index 0.7 for teachers and 0.89 for principals was obtained using test retest approach. Data presentation was done with the help of tables. Descriptive statistics were used for analysis of quantitative data with results presented in frequencies and percentages. Inferential statistics were used for analysis of qualitative data. Qualitative data involved correlation and regression analysis which formed a basis for evaluation of theories under study. Statistical Package for Social Sciences (SPSS) version 23 was used for data analysis. Findings showed that 77 percent of teachers perceived that denial of transfers to those who may have applied was common. It was concluded that forced transfers were all factors that affected academic achievement of students in secondary schools in the County and this meant that they could not be ignored by the relevant authorities concerned with staffing of teacher in the County. The study recommended for the need to strike a balance between the needs of the teachers and those of the employer such that there should be posting of teachers either to their home areas or in areas close to their homes for easier accessibility to their families.

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“…Such situations can be overtaken by teachers by implementing varied learning methods. Moreover, students experiencing difficulties in the learning process are also given additional learning assistance (Ulfatin, Mustiningsih, Sumarsono, & Yunus, 2022).…”

Section: Studentsmentioning

confidence: 99%

The Implementation of School-Based Management in Islamic Elementary Schools

Yatri

Fatayan

Granatuma

2022

AIJP

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This study aims at determining to what extent the implementation of school-based management in Islamic elementary schools. The method applied in this study was descriptive qualitative, emphasizing the analysis of sentences, arguments, or data collected directly in the field. The approach taken by researchers was a case study. It is a series of scientific activities that are carried out regularly, structured, and comprehensively on a program, activity, or event at the individual, group, or organizational level to gain an in-depth understanding of what is being. Data in this study was collected using the triangulation technique (observation, interviews, and documentation). The results indicated that the principles of the policies imposed by the Islamic elementary schools are curriculum and teaching development, selection of teachers and teaching staff, student management, support for facilities and infrastructure, adequate financing, parent-school relations, and the realization of comfortable school culture environment. The implementation of school-based management in Islamic elementary schools proves the improvement in quality and brilliant achievements of educational sectors at national and international levels.

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School-based management in marginal areas: Satisfying the political context and student needs

Cited by 16 publications

References 36 publications

The Role of the School Committee in the Implementation of School-Based Management in the Sidoarjo District

The Role of the School Committee in the Implementation of School-Based Management in the Sidoarjo District

Perception of Teachers towards their Transfers on Students’ Academic Achievement in Public Secondary Schools in Kakamega County

The Implementation of School-Based Management in Islamic Elementary Schools

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