SCHOOL EFFECTIVENESS

&
SCHOOL-BASED
MANAGEMENT
HMEE5033

Pengenalan
Perkembangan dan penambahbaikkan dalam
bidang pendidikan berlaku di keseluruhan negara.
Usaha usaha dilakukan untuk mewujudkan:
Pendidikan berkesan
Berlakunya perubahan dan pembaharuan di sekolah
Perubahan akan berjaya dengan adanya
kepimpinan
yang berkesan??

What is school-based management.

Responsibility and decision-making over

school operation is transferred to principals,

teachers, parents, sometimes students and
other school community members.
Over one or more of the following activities;
budget allocation, hiring and firing of
teachers and other school staffs, curriculum
development, text book and other

Why is school-based management important.

- 1st it improves accountability of principals

and teachers to students and parents.
2nd it allows local decision-makers to determine
the appropriate mix of inputs and education
policies adapted to local realities and needs.

Pembaharuan/perubahan
kearah sekolah berkesan.
Untuk mewujudkan pendidikan berkesan dan
perkembangan sebuah sekolah berkesan
mesti ada penyusunan semula yg berkualiti.

5 pembaharun dilakukan untuk

wujudkan sekolah berkesan.
Kuantiti
Berlaku
Dari
Pengawalan

teknik2

Introduction
To ensurance of school education quality.
Several trends are observed:
From improvement to development
From quantity to quality

 From maintenance to effectiveness.

From external control to school-based

management
From simplistic techniques to sophisticated

technology

PART 1

SCHOOL EFFECTIVENESS.

CHAPTER 1

School Function and School

Effectiveness

- A School is an organization in changing and

complicated social context, bounded with
limited resources and involving multiple
constituencies, education authorities, school
administrators, teachers, students, parents,
taxpayers, educators, and public (Cheng,
1993).

 School have different performance and

effectiveness for different functions or goals.

Clarify the aims and function of schools before

we discuss what is school effectiveness.

Refer pg 7

Classify the potential school function

into 5 types.
1. Technical/economic function
Individual, the institution, the local community
and the international community
supply quality labour to the economic system.
2. Human/social functions
Help students to develop themselves
psychologically, socially and develop their
potential.
global human relationship.

3. Political function
help students to develop positif civic attitudes and skills to
exercise the rights and responsibilities of citizenship.
International understanding benefit of the world.
4. Cultural function
to develop students creativity and aesthetic awareness and
to be socialized with the successful norms, values and beliefs
of society.
At the international level acceptance of different norms,
tradition, values and beliefs in different countries and
regions.

5. Education function.
contribution of school to the development and
maintenance of education at the different
levels.
Individual level- help student learn how to
learn.
Institution level- school serve as a place for
systematic learning, teaching disseminating
knowledge.

New direction and old tradition

in studying
Table 1.3. Page 16.

CHAPTER 2
Model

of school Effectiveness

table 2.1

Goal Model

Conception
of
School
effectiveness

Condition
for
Model
usefulness

Goal are clear

Goals are
clear
Consensual,
time
Bound and
Measurable;
Resources are
sufficient

Evolution
Indicators/ke
y
areas

8 models that can be used to explain and assess

school effectiveness from an organizational
perspective:
1. The goal model student achievement in public examanation is
frequently used as the major goal .
2. Resource-Input model
Quality of student intake, facilities, resources, and
financial support
ie Sometimes quality student input is often
assumed as an important indicator of schools
success.

3. The process model

School inputs are converted into school
performance and output through a
transformational process in school.
4. The satisfaction model
School is effective if all of its strategic
constituencies are
at least minimally satisfied.
If school goal are high it will difficult for school to
achieve them. If the excpected goals are low and
simple it will be easier for school to achieve them.

5. The Legitimacy model

The school is effective if it can survive as a result
of engaging in legitimate or marketing activities.
6. The ineffectiveness model
The ineffectiveness model describe school
effectiveness from a negative side and defines
that a school is basically effective if there is an
absence of characteristics of ineffectiveness in
school.

7. The organizational learning model

A school is effective if it can learn how to make
improvement and adaptation to its environment.
8. The total quality management model.
A school is effective if it can involve and empower
all its members in school functioning, conduct
continuous improvement in different aspects of
school process and satisfy the requirements, needs,
and expectation of the schools external and internal
powerful constituencies even in changing
environment.

CHAPTER 3
A Dynamic Perspective of School Effectiveness.

1. Compare 8 models with the 5 levels of

school effectiveness ref. Table 3.1 and 3.2.

pg 30 & 31
2. 2

kinds of congruence that can contribute

to the discussion of maximizing school
effectiveness.

3. A Dynamic perspective.

PART 2

SCHOOL-BASED MANAGEMENT

CHAPTER 4.
THE THEORY OF SCHOOL-BASED MANAGEMENT.
The success of individual quality improvement
measures will be limited if schools are not
able to draw effectively on the skills, energy,
and commitment of every member of the
school community.

David (1989) 2 basic characteristics:

School as the major decision making unit.
school autonomy on finance and management
should be increase.
Ownership as the major requirement of school
reform
the needs mainly the participation of members
concerned to share decision making.

School-based management
The school management tasks are set
according to the characterastics and needs of
the school itself and therefore school
members ...... 44
Table 4.1.

Difference in assumptions about education;

>Principle of equifinality vs principle of

standard structure
>principle of decentralization vs principle of
centralization
>principle of self-menaging system vs
principle of implement system
>principle of human initiative vs principle of
structual control.

Table 4.2 Y.C Cheng.

CHAPTER 5

Self-management at multiple levels

Schools are self-managing in their daily
operations related to site level.
How school can fully use the strengths of schoolbased management to become effectively selfmanaging, particularly in dealing with issues
related to staff performance and effectiveness
not only at the school level but also at the group
and individual level.

Self management at the school level:

Environment analysis and the cyclic process very

important.
0ther components, planning, structuring, staffing,
directing, monitoring and evaluting.
1. Strategic Management.
Pg 67.
2. Self-management at the group level.
analysis in the self-management cycle.
SWOT analysis.
pg 73

Self-management at the individual level.

That facilitates the individual to be responsive

to external challenges and enables individual
continuous learning.
In the implementing stage, individuals focus on
personal performance in the program or
group.

Self-management at multi-level.
In which staff (including administrators) given a
certain degree of autonomy, design their own
directions and manage their own performance
at the whole school level, the group level and
the individual level.
Pg 78

Self-management and school effectiveness.

CHAPTER 6

A school-based management mechanism for

development

Matrix of school process.

- management process
- a process of teachers influencing students.

Congruence in process.
The Layer management concept

The matrix of school technology

The matrix of school culture

A school based management mechanism

PART 3
PRACTICE

CHAPTER 7
LEADERSHIP FOR THE SCHOOL-BASED MANAGEMENT

Traditional concepts of leadership.

Leadership is related to the process of
influencing others behaviour.

Alternative perspective of leadership

Five-dimension model.
- Human leadership supportive interpersonal
relationship
- Structural leadership thinks clearly and logically
- Political Leadership persuasive and effective at
building alliance and support to plan
- Cultural Leadership inspiration and charismatic
- Educational Leadership encourages professional
development and teaching improvement.

The Layer Leadership

Include 3 levels. The individual, group and
school level.
The leader layer.
The principal, agroup of administrators, or all
administrator.
Some teachers may be administrator s or
leaders in some management activities, at the
same time they are also members in other
management activities.

The strategic leadership

-The leadership for initiating, developing and
maintaining of the strategic management
process.
Improve school performance, achieve school
objectives

Cultural leardership.
-the leardership for transform the mission,
values, and norms of individuals or groups.

Political leadership
Contributes to conflicts among teachers or groups.
Strive for win-win and cooperative solutions and
discouraged those efforts to pursue individual objective
at other expense (covey, 1989; tjosvold 1992).
Human Leardership.
Emphasizes enhancing teachers commitment,
personal growth and interpersonal relationship.
Support the activities of coaching, training, mentoring
and career counseling.

Technical Leadership
- Providing suitable technical support to plan,
organize, coordinate and implement teaching
and learning activities in the school.

Leadership and different models of school

effectiveness.

CHAPTER 8
MANAGEMENT OF SCHOOL-BASED
STAFF DEVELOPMENT

The need for staff development.

-Staff are the important resources of a school.
-If these human resouces are properly
developed, the school will perform more
effectively and achive better results.
-create opportunities for them to develop their
potential and make more contribution.

Concept of staff development.

Activities to satisfy the personal interest, wants
and needs of staff and at the same time
satisfy the future needs of the orginization.

The traditional concept and new concept of

staff development.
Pg 131.

The functions of staff development

1. For individual
2. For group
3. For school development and effectiveness.

The matrix conception of school-based staff

development.

principles 0f congruence for staff

development.
table 8.2.

Establishing a staff development program

Perlu perancangan kertas kerja jangka panjang
dan jangka pendek

CHAPTER 9
MANAGEMENT OF SCHOOL-BASED
CURRICULUM CHANGE.

Dif of curriculum
Defined narrowly as a specific set of knowledge,
skills and activities to be delivered to students
Defined broadly as set of planned activities to
foster/implement teachers teaching and
students learning.

Approaches to curriculum change

The simplictic curriculum change
The teacher competence development
The dynamic curriculum change

both teachers and curriculum should be

develop.

A three-level organizational context.

Happen in three level context.

individual level, the group level/program level,

and the whole school-level. Fig 9.2
-mutual level.
-hierarchy of influence
-effectiveness and interaction
-congruence
Between curriculum change and teacher
competence development
Between levels.

Characteristics at different level

Individu level
The program level.
Leadership and participation

Leadership is responsible for facilitating

instructional activitivities and coodinating
curriculum across the individual, program and
school levels.

Successful curriculum change involves the

transformation of teachers behavior, skills,

motivation, conceptions and beliefs about
management, teaching and learning.

Leadership and participation.

CHAPTER 10

Management of School-Based Change

2 types of school change :
Externally
and
school-based change
The needs for school-based change
As a trend all over the world (the change in political,
economical and social)
or decline in school performance.
School change for its survival:
1. Adaptation
2. Goal achievement
3. Integration
4. Pattern maintenance

The meaning of school-based change

A process which includes a set of planned
systematic activities conducted by
schoolmembers to change the schools
pedagogic and organizational ......
3 perspective the nature of school change

1. The technological perspective

...control change by means of systematic

methods and feedback.
2. The Political Perspective
...the reaction to pressures from the external
environment.
3. The cultural perspective
...change not only superficial behavior but
also in the values and beliefs of school
members.

Staff development for effective school-based

change.
...staff development is an important means to
prepare and implement the technological and
cultural changes in school.

Stages of a school-based change.

Table 10.4 pg 173.

3 Stages of school-based change.

1. The unfreezing stage
2. The changing stage
3. The refreezing stage.

Techniques of change.
1. Education and communication
2. Participation and involvement
3. Facilitative support

4. Emotional support.
5. Incentives
6. Manipulation and co- optation
7. Coercion.

Staff development for effective school-based

change.

Strategies and techniques of school-based

changes.
Stages of a school-based change
Strategies of change
Techniques of change

CHAPTER 11.
Conclusion : The Future of Research on School
Effectiveness and School-based Management.
Even though school-based management is good
for continuous school development and longterm effectiveness, the change of schools from
external control management to
school-based management is not easy.

Kekangan
1.
2.
3.
4.

Arah tuju, intergration , maintenance.

Perlukan masa dan pengalaman
Dari segi pentadbiran
Kewangan.

Perbincangan.
1. Penulis sarankan 8 model dalam usaha
mewujudkan sekolah berkesan.

2.

Sehubungan dengan itu sekolah berkesan wujud

jika berlaku perubahan dalaman dan luaran
sekolah tersebut.