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

Abstract

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.

Implementasi Manajemen Berbasis Madrasah di Min 2 Muaro Jambi

“…Selain itu, analisis di atas juga mendukung (Beidokhti, 2016) bahwa; Temuan studi menunjukkan bahwa di antara indeks yang diteliti, komitmen organisasi dengan koefisien jalur 0,89; tanggung jawab dengan koefisien jalur 0,86; partisipasi dengan koefisien jalur 0,78; desentralisasi dengan koefisien jalur 0,73; budaya organisasi dengan koefisien jalur 0,69; masing-masing berdampak besar terhadap penerapan sistem MBS di sekolah-sekolah di Kota Teheran. Prinsip MBS ditambah dengan manajemen partisipatif adalah salah satu dari berbagai pendekatan yang digunakan oleh sekolah di negara-negara pionir dalam tawaran untuk meningkatkan efisiensi manajemen sekolah dan untuk meningkatkan kualitas kemajuan akademik siswa, yang harus dipertimbangkan oleh perencana sistem pendidikan dan pengambil keputusan.…”

Strategi Prioritas Peningkatan Efektivitas Pengelolaan Sekolah Menengah Kejuruan Badan Layanan Umum Daerah

“…Hasil pembobotan untuk tiap alternatif strategi dijelaskan pada Tabel 5. (Beidokhti, Fathi, & Moradi, 2016).…”

Renewing the Promise and Potential of School-Based Management

“…For the globally important city of Tehran, whether SBM is an effective reform, implementation will not be easily achieved. SBM works (to one extent or another) in other countries says Beidokhti et al (2016) but, as they conclude:It should be known as a relative process and that absolute decentralization is not possible and attention to cultural, political, and social differences among countries is natural so decentralization methods can be different, because each [SBM] policy is born from its political, cultural, and economic field. (p. 168)…”