The Implementation of School-Based Management to Improve Teachers’ Performance and Learning Quality in Elementary Schools
Keywords:
School-Based Management, Teacher Performance, Learning Quality, Elementary EducationAbstract
This study examines the implementation of School-Based Management (SBM) as a strategic approach to improving teacher performance and learning quality in elementary schools. School-Based Management provides greater autonomy to schools in planning, managing, and evaluating educational programs according to local needs and potentials. This research aims to analyze how SBM practices—such as participatory decision-making, transparent financial management, and collaborative supervision—contribute to the enhancement of teachers’ professional performance and the overall effectiveness of the learning process. The study employs a qualitative descriptive method with data collected through interviews, documentation, and observation in selected elementary schools. The findings reveal that effective implementation of SBM significantly improves teacher motivation, accountability, and innovation in instructional practices. Moreover, increased stakeholder participation, particularly from parents and the community, fosters a more supportive learning environment. However, challenges remain in the areas of managerial competence, limited resources, and inconsistent policy enforcement, which may hinder optimal implementation. Therefore, strengthening school leadership, continuous professional development, and supportive policy frameworks are essential to maximize the impact of SBM. This study concludes that School-Based Management serves as a key instrument in advancing educational quality by empowering schools to become more adaptive, accountable, and learner-centered.
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