Wang Xu Literature Review

Literature review
In the past few decades, the global spread of public sector reform has been witnessed
as governments in many parts of the world struggle to cope with rapid economic,
social, political and technological changes. In general, it is widely recognized that the
pursuit of democratization, decentralization and accountability reforms can improve
the quality of management. Educational policy makers accept this concept and place
school-based management at the center of the agenda to create an effective, efficient
and accountable system for the benefit of students (Kwan & Li, 2015). Around the
world, many researchers have done relevant research and analyzed some problems in
school-based management.
Triwiyanto and Kusumaningrum conducted a study in Indonesia in 2017. The study
aims to identify issues in the implementation of school-based management in
Indonesia. The study consisted of 155 students, including 59 principals, 52 school
supervisors, 21 Ministry of Education officials and 23 primary school teachers from 9
provinces. The research topics were representatives of the respective agents/cities of
the provinces. The city implemented the CLCC program of UNESCO and UNICEF.
Data collection uses the answers to open questionnaires and questionnaires to study
the various types of questions faced by respondents in the implementation of
school-based management. The researchers analyzed data collected through
descriptive statistical analysis techniques. The results of the study indicate that
community participation deficits are a major problem in the implementation of
school-based management faced by the Indonesian government.
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Echávarri and Peraza conducted a study in Mexico in 2017. In this study, the
evolution of teacher assessment policies and the origins of school-based management
initiatives in the context of Mexican education from the late 1980s to 2012-2013
education reforms (RE2012-2013) were analyzed. In the 1990s, Mexico joined the
Global Education Reform Movement through the National Basic Education
Modernization Agreement, under which a teacher career service program was created
to improve the quality of teachers. Later, a quality school program was implemented
to decentralize school management and improve school accountability. Finally, the
institutionalization of the monitoring and evaluation of the Mexican education system
has spawned the National Institute for Educational Evaluation.
Ganimian conducted a study in Guatemala and Honduras in 2016. In the 1990s,
Salvador, Nicaragua, Guatemala and Honduras implemented school-based
management (SBM) reforms that enabled communities to make key decisions about
schools that were previously reserved for state-appointed officials. However, these
reforms have recently begun to shrink. The researchers believe that two factors
determine the possibility of a reversal of the SBM plan: the scope of the reform and
the level of investment by the state. Using the case of Honduras and Guatemala, the
researchers believe that these two factors determine the extent to which SBM reforms
are susceptible to events that lead to their termination, such as government changes,
union forces, or parental pressure.
Elmelegy conducted a study in Egypt in 2015. The study aims to clarify that
school-based management (SBM) contributes to the quality of decision-making in
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Egyptian secondary schools and determines the requirements for quality
decision-making. This depends on a descriptive approach in order to recognize the
basic knowledge of SBM and its relationship to the quality of decision-making. The
study confirms that SBM can facilitate the participation of teachers and employees in
the decision-making process. In addition, SBM can improve the quality of decision
making by empowering teachers, empowering and encouraging joint
decision-making.
Kwan and Li conducted a study in Hong Kong in 2015, according to the study,
decentralization, which gives schools management power and the marginalization of
middle governance levels, can better deploy school resources and better meet the
needs of various stakeholders. However, under the unique historical and cultural
background of Hong Kong, the advantages of decentralization in the literature have
not yet been fully realized. The article discusses the background factors affecting the
implementation of SBM in Hong Kong and examines their impact on the four major
stakeholders after the reform, namely the government, principals, teachers and parents.
Although SBM is generally associated with the empowerment of various stakeholders,
which in turn, results in accountability, effectiveness and efficiency, that effect has yet
to be realized in Hong Kong, given its historical and cultural context. To fully
capitalize on SBM, it is imperative to revisit the SBM initiative so that both its forms
and substance can be materialized.
Yamauchi conducted a study in Philippine in 2014. The purpose of this study is to
assess the impact of school-based management (SBM) on Filipino student test scores.
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Estimates using a double differential (DD) combined propensity score match indicate
that SBM increased the national average score test score by 4.2 points over three
years. The growth of mathematics is 5.7 points. The triple-difference procedure using
the pre-intervention as a baseline provided a larger impact estimate: the mean score
and the math score were 8.6 and 11.4, respectively. These effects are greater than
those of previous Philippine reports, and empirical evidence suggests that schools
with experienced principals and teachers are eager to introduce SBM.
Moradi, Hussin and Barzegar conducted a study in Iran in 2012. The purpose of this
study was to implement school-based management in the Iranian education system. In
this study, attempts have been made to review the characteristics of school-based
management, conduct field research through theoretical principles and methods, and
adjust the Iranian education system library. The results of the study indicate that in
order to implement school-based management, indicators such as education system
management, curriculum, budget, educational content, principals, teachers, educators,
students, and other factors in Iran should be reconsidered.
It can be seen from the above research results that the implementation of school-based
management has different results in different regions and different environments. In
Egypt and the Philippines, SBM can promote the participation of teachers and
employees in the decision-making process. Empowering teachers, empowering and
encouraging joint decision-making, improve the quality of decision-making. Schools
with experienced principals and teachers are eager to introduce SBM (Elmelegy, 2015;
Yamauchi, 2014). Although school-based management has shown a number of
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advantageous advantages in some areas, there are still some areas that should consider
revisiting the SBM program (Kwan & Li, 2015; Moradi, Hussin & Barzegar, 2012).
At the same time, some researchers believe that in the implementation of SBM, some
unfavorable factors will lead to the failure of SBM, such as finance (Triwiyanto &
Kusumaningrum, 2017), government change, union power or parental pressure
(Ganimian, 2016).
References:
Echávarri, J., & Peraza, C. (2017). Modernizing schools in Mexico: The rise of
teacher assessment and school-based management policies. Education Policy
Analysis Archives, 25(90).
Elmelegy, R., I. (2015). School-based management: an approach to decision-making

quality in Egyptian general secondary schools, School Leadership &
Management, 35:1, 79-96, doi: 10.1080/13632434.2014.962499
Kwan, P., & Li, B. Y. (2015). Empowerment or impediment? School governance in

the school-based management era in Hong Kong, Asia Pacific Journal of
Education, 35:3, 319-330, doi: 10.1080/02188791.2015.1056592
Ganimian, A., J. (2016). Why do some school-based management reforms survive

while others are reversed? The cases of Honduras and Guatemala, International
Journal of Educational Development 47, 33–46
Moradi, S., Hussin, S., B., & Barzegar, N. (2012). School-based management (SBM),
opportunity or threat (education systems of Iran), Procedia - Social and
Behavioral Sciences 69 2143 – 2150
Triwiyanto, T., Kusumaningrum, D., E., & Juharyanto. (2017). Community

participation deficits in the implementation of school-based management in
Indonesia, Journal of Education and Practice, 8, 32
Yamauchi, F. (2014). An alternative estimate of school-based management impacts

on students’ achievements: evidence from the Philippines, Journal of
Development Effectiveness, 2, 97–110
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Literature review

pursuit of democratization, decentralization and accountability reforms can improve

school-based management at the center of the agenda to create an effective, efficient

Triwiyanto and Kusumaningrum conducted a study in Indonesia in 2017. The study

aims to identify issues in the implementation of school-based management in

Indonesia. The study consisted of 155 students, including 59 principals, 52 school

supervisors, 21 Ministry of Education officials and 23 primary school teachers from 9

provinces. The research topics were representatives of the respective agents/cities of

the various types of questions faced by respondents in the implementation of

school-based management. The researchers analyzed data collected through

community participation deficits are a major problem in the implementation of

school-based management faced by the Indonesian government.

evolution of teacher assessment policies and the origins of school-based management

Global Education Reform Movement through the National Basic Education

to decentralize school management and improve school accountability. Finally, the

institutionalization of the monitoring and evaluation of the Mexican education system

has spawned the National Institute for Educational Evaluation.

Ganimian conducted a study in Guatemala and Honduras in 2016. In the 1990s,

Salvador, Nicaragua, Guatemala and Honduras implemented school-based

union forces, or parental pressure.

school-based management (SBM) contributes to the quality of decision-making in

decision-making. This depends on a descriptive approach in order to recognize the

making by empowering teachers, empowering and encouraging joint

decentralization, which gives schools management power and the marginalization of

background of Hong Kong, the advantages of decentralization in the literature have

Although SBM is generally associated with the empowerment of various stakeholders,

and substance can be materialized.

Yamauchi conducted a study in Philippine in 2014. The purpose of this study is to

with experienced principals and teachers are eager to introduce SBM.

study was to implement school-based management in the Iranian education system. In

order to implement school-based management, indicators such as education system

management, curriculum, budget, educational content, principals, teachers, educators,

students, and other factors in Iran should be reconsidered.

management has different results in different regions and different environments. In

employees in the decision-making process. Empowering teachers, empowering and

encouraging joint decision-making, improve the quality of decision-making. Schools

Yamauchi, 2014). Although school-based management has shown a number of

Kusumaningrum, 2017), government change, union power or parental pressure

Elmelegy, R., I. (2015). School-based management: an approach to decision-making

Kwan, P., & Li, B. Y. (2015). Empowerment or impediment? School governance in

Ganimian, A., J. (2016). Why do some school-based management reforms survive

Triwiyanto, T., Kusumaningrum, D., E., & Juharyanto. (2017). Community

Yamauchi, F. (2014). An alternative estimate of school-based management impacts

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