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

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

1. - 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.

2. - 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

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; 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.

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; 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.

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; 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.

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. 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:

27. 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:

28. 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:

29. 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:

30. 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:

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

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

38. 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

39. 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