WITH SPECIAL REFERENCE TO MALAYSIAN CLUSTERS SCHOOLS AND UK AUTONOMOUS SCHOOLS
13. Conclusion
SBM has the potential to provide schools with the flexibility they need to meet the needs of student. However, this potential can only be realized to the extent that central, state and district
delegate real authority to the schools to make decisions and carry out improvement activities, particularly in the areas of curriculum and instruction. Shifting power to the school site presents a direct challenge to the traditional pattern of governance and can often ignite power struggle.
In order to use SBM effectively, school and district must be committed to the goal of school improvement and be devoting a great deal of time and effort toward learning the new roles that such change requires.
Any educational change and innovation in policy planning must be well planned to ensure that it can be practical and desirable to all of interest groups and stakeholders in education. This is critical and crucial because as Fullan (2006) questioned „Why Educational Reform Often Fail‟;
it because of the failure to relate between the researcher and the decision maker. It is happened because there are a gap in term of the concept and understanding between the decision maker and the implementer. Because of that, we need to review the current structure educational administration, policies and the management practice to increase effectiveness and efficiency of educational management.
The viability of SBM implementation depends on the ability school governance in decision making, problem solving as well as how dynamic all parties and community members are, especially in the early years of implementation. The high impact of sustainability of SBM also depends on the principal‟s leadership skills and of course the ability all stakeholders to play their roles, high values of responsibility, accountability and integrity. The successful implementation of SBM requires several preconditions to be met at local level such as:
Have a strong support from school staff;
School and district community must be given administrative training
Understand the new role and channels of communication
Financial support must be provided to make training and time for regular staff meeting available
Central office administration must transfer authority to principals
Principal must share the authority with teachers and the parent.
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