School-Based Management: Meaning, Advantages and Disadvantages, Conditions for the Success of the SBM, and ROLES, FUNCTIONS, and COMPETENCIES of SCHOOL HEADS

3. - a strategy to improve education by transferring
significant decision-making authority from state and
district offices to individual schools.

4. - a strategy to improve education by transferring
significant decision-making authority from state and
district offices to individual schools.
- it provides principals, teachers, students, and parents
greater control over the education process by giving them
responsibility for decisions about the budget, personnel,
and the curriculum.

6.  Allow competent individuals in the schools to make
decisions that will improve learning;

7.  Allow competent individuals in the schools to make decisions that will
improve learning;
 Give the entire school community a voice in key
decisions;

8.  Allow competent individuals in the schools to make decisions that will
improve learning;
 Give the entire school community a voice in key decisions;
Focus accountability for decisions;

9.  Allow competent individuals in the schools to make decisions that will
improve learning;
 Give the entire school community a voice in key decisions;
Focus accountability for decisions;
Lead to greater creativity in the design of programs;

10.  Allow competent individuals in the schools to make decisions that will
improve learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
Lead to greater creativity in the design of programs;
Redirect resources to support the goals developed in each
school;

11.  Allow competent individuals in the schools to make decisions that will
improve learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
Lead to greater creativity in the design of programs;
Redirect resources to support the goals developed in each school;
Lead to realistic budgeting as parents and teachers become
more aware of the school’s financial status, spending
limitations, and the cost of its programs; and,

12.  Allow competent individuals in the schools to make decisions that will
improve learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
Lead to greater creativity in the design of programs;
Redirect resources to support the goals developed in each school;
Lead to realistic budgeting as parents and teachers become more aware of the
school’s financial status, spending limitations, and the cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all
levels.

13.  Allow competent individuals in the schools to make decisions that will
improve learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
Lead to greater creativity in the design of programs;
Redirect resources to support the goals developed in each school;
Lead to realistic budgeting as parents and teachers become more aware of the
school’s financial status, spending limitations, and the cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.

15. more work for stakeholders

16.  more work for stakeholders
less efficiency

17.  more work for stakeholders
 less efficiency
 an increased need for staff development

18.  more work for stakeholders
 less efficiency
 uneven school performance
 an increased need for staff development

19.  more work for stakeholders
 less efficiency
 uneven school performance
 an increased need for staff development
confusion about new roles and responsibilities

20.  more work for stakeholders
 less efficiency
 uneven school performance
 an increased need for staff development
confusion about new roles and responsibilities
 coordination difficulties

21.  more work for stakeholders
 less efficiency
 uneven school performance
 an increased need for staff development
confusion about new roles and responsibilities
 coordination difficulties
accountability for the consequences of such
decisions

22.  more work for stakeholders
 less efficiency
 uneven school performance
 an increased need for staff development
confusion about new roles and responsibilities
 coordination difficulties
 accountability for the consequences of such decisions

24.  Teachers and school heads are given the
opportunity to make choices.

25.  Teachers and school heads are given the opportunity to make choices.
 Involvement of parents and teachers is strongly
encouraged and welcomed.

26.  Teachers and school heads are given the opportunity to make choices.
 Involvement of parents and teachers is strongly encouraged and welcomed.
 Stakeholders are to participate in the
development of a School Improvement Plan.

27.  Teachers and school heads are given the opportunity to make choices.
 Involvement of parents and teachers is strongly encouraged and welcomed.
 Stakeholders are to participate in the development of a School
Improvement Plan.
They must have a say on resource allocation to meet
specific needs.

28.  Teachers and school heads are given the opportunity to make choices.
 Involvement of parents and teachers is strongly encouraged and welcomed.
 Stakeholders are to participate in the development of a School
Improvement Plan.
They must have a say on resource allocation to meet specific needs.
 Higher authorities must actively encourage
thoughtful experimentation and innovation in an
atmosphere where mistakes are viewed as learning
experiences. They are encouraged to share their
authority to the academic and larger community.

29.  Teachers and school heads are given the opportunity to make choices.
 Involvement of parents and teachers is strongly encouraged and welcomed.
 Stakeholders are to participate in the development of a School Improvement Plan.
They must have a say on resource allocation to meet specific needs.
 Higher authorities must actively encourage thoughtful experimentation and
innovation in an atmosphere where mistakes are viewed as learning experiences.
They are encouraged to share their authority to the academic and larger
community.
 Teachers are expected to be more reflective and
problem solvers at the same time.

30.  Teachers and school heads are given the opportunity to make choices.
 Involvement of parents and teachers is strongly encouraged and welcomed.
 Stakeholders are to participate in the development of a School Improvement Plan.
They must have a say on resource allocation to meet specific needs.
 Higher authorities must actively encourage thoughtful experimentation and
innovation in an atmosphere where mistakes are viewed as learning experiences.
They are encouraged to share their authority to the academic and larger
community.
 Teachers are expected to be more reflective and problem solvers at the same
time.

31.  have basic resources;
For SBM to be successful, it must have the following:

32.  have basic resources;
 have developed an effective school support system;
For SBM to be successful, it must have the following:

33.  have basic resources;
 have developed an effective school support system;
 are provided with regular information on their
performance;
For SBM to be successful, it must have the following:

34.  have basic resources;
 have developed an effective school support system;
 are provided with regular information on their
performance;
are given advice on how they may improve; and
For SBM to be successful, it must have the following:

35.  have basic resources;
 have developed an effective school support system;
 are provided with regular information on their
performance;
are given advice on how they may improve; and
 emphasize motivational element in the management work
of the principal
For SBM to be successful, it must have the following:

37. ROLES FUNCTIONS REQUIRED
KSA’s
Visionary
principal, and
motivator,
advocate and
planner
Lead in setting the
vision, mission and
the goals of the
school
Change and future
orientation