Decentralization Of School-Based Management (SBM)

According to Herman (1991), writing for the National Association of Secondary School Principals, said school-based management is a structure and a process that allows greater building level decision making related to some or all the areas of instruction, personnel, budget, policy, and other matters pertinent to local school building governance; and it is a process that involves a variety of stakeholders in decisions related to local individual school. (http://clubweb.interbaun.com/~l-pphillips/thesisweb/doc0023.htm) Stated by the Archive Information of the fourth Education Research Consumer Guide – a new series published for teachers, parents, and others interested in current education themes states that School-based Management (SBM) is a

In the words of Malen et al (1990), “School-based management can be viewed conceptually as a formal alternation of governance structures, as a form of decentralization that identifies the individual school as the primary unit of improvement and relies on the redistribution of decision-making authority as the primary means through which improvement might be stimulated and sustained.” (http://www.wlss.edu.bt/?page_id=315) This study anchored to the decentralization of decision making authority to school heads. This study focuses on the attainment of desirable learning outcome for the students, providing satisfying conditions for the teachers and engaging stakeholders in shared decision making.. The purpose of the study is to determine the effectiveness –of the level of practice of school-based management among the schools of Buenavista, Agusan del Norte under District 1 which are Buenavista National High School, Buenavista SPED-IS Saint James High School, Buenavisa Institute, Buenavista East Central Elementary School and Buenavista West Central Elementary School. And also, is to find out whether particular schools achieve the expected outcomes for school-based management.

Review of Related

In the last half of the 20th century, an industrial model touting the benefits of empowering factory workers to change their work rules gained widespread celebrity and credibility”, Peter Drucker, a management guru, has laid out the idea on decentralization as early as 1940’s amidst of command and control corporations. He “favored decentralized organizations because they create small pools in which employees gain satisfaction by witnessing the fruits of their efforts, and nascent leaders can make mistakes without bringing down the business (Buchanan, 2009). SBM, as decentralization strategy, engages in delegating authority in school instead of the central office, a shared decision-making model engaging various stakeholders and facilitative rather than directive leadership. Barrera-Osorio, et. Al. (2009) put in a continuum SBM as regards the degree to which decision making is devolved in the school. They identify “weak SBM reforms” at one end of the continuum in schools with limited autonomy regarding instructional methods and planning school improvement. In a week SBM, school councils serve only as advisory role. By contrast, “strong SBM” is characterized by school councils that receive fund directly from national government, have granted to hire and fire teachers and have also given the responsibility to setting