Abstract The purpose of this study aims to analyze the relationship among school-based management, organizational climate and school effectiveness in elementary schools, so as to provide reference for carrying out school-based management, improving organizational climate, and promoting school effectiveness to the education authorities and elementary schools. The purposes of this study are as follows a) to understand current status of school-based management, organizational climate and school effectiveness in elementary schools in Kaohsiung City,b) to discuss the discrepancy of school-based management, organizational climate and school effectiveness through examining the backgrounds of each school,c) to investigate the relationship among school-based management, organizational climate and school effectiveness, and d) to offer suggestions for schools, principals and teachers. Questionnaire survey was adopted as the research method of this study. The samples are 915 elementary school teachers in Kaohsiung City. Data were analyzed by item analysis, factor analysis, reliability analysis, t-test, ANOVA, and Pearson Product-Moment Correlation and Stepwise Multiple Regression Analysis. The findings of this study are as follows: 1.The elementary school teachers in Kaohsiung City have high appreciation of school-based management. 2.The elementary school teachers have positive perception of school organizational climate, of which ¡§the open climate¡¨ comprises 34.38¢Mand ¡§the closed climate¡¨ comprises 30.75¢M. 3.The teachers¡¦ perception of school effectiveness in elementary schools is good now. 4.Teachers¡¦ perception of school-based management is affected by gender, work experience, posts, school locations and school ages, but not by levels of education they have received or school size. 5.There were significant differences in the teachers¡¦ perception of organizational climate with gender, work experience, administrative posts, school sizes, levels of education, school locations and school history. 6.There were significant differences in the teachers¡¦ perception of school effectiveness with gender, work experience, posts, school sizes, school locations and school history, but no difference with levels of education. 7.There is a positive relationship between school-based management and school effectiveness. 8.The more open the school¡¦s organizational climate is, the higher school effectiveness the school has. 9.The higher the school-based management is, the better the school has organizational climate. 10.The school organizational climate has better prediction of school effectiveness than the school-based management. The most significant prediction is the principal¡¦s supportive behavior. Based on the results of the study, suggestions for educational authorities, principals, teachers and future research are proposed. keywords¡GSchool-Based Management, Organizational Climate , School Effectiveness

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 105-110).

Not available / text

published_or_final_version / abstract / Education / Master / Master of Education

Research Doctorate - Doctor of Philosophy (PhD) / School-Based Management (SBM) with devolution has become the most prominent feature of public school management systems in most countries around the world. In Indonesia, the Central Government established a Commission of National Education (Komisi Nasional Pendidikan) in February 2001 on the basis of Law 22/1999 by which education was decentralized. The Commission recommended the formation of school councils at the school level to improve quality of national education. The Government then embarked on the formation of school councils in Western Sumatera, Eastern Java, and Bali. On the basis of these trials, the councils were considered strategic in promoting democratic principles in schools, creating higher levels of parental participation in school governance, and improving the quality of national education. For these reasons, in 2002 and 2004, the Government provided a set of guidelines to establish mandatory corporate governing body type school councils in accordance with the Law 22/1999, the Commission and Education Act 20/2003. With the turn of the 21st Century, all Indonesian public schools have implemented SBM. This study was aimed at examining whether improvements in student achievements have been achieved resulting from the implementation of SBM. The research was conducted in 2007 using both quantitative and qualitative methodologies comprising of an empirical survey with the active participation of 504 respondents who were school council members and semi-structured interviews with 42 participants belonging to all categories of representatives of school councils as well as documentary analyses. The research was conducted at 42 primary schools of Ngada District in the island of Flores. Data generated from the two phases of the research demonstrate that there have been school improvements and student achievements resulting from the implementation of SBM. SBM policies and programs have created better teaching/learning environments and student achievements. Further, the research suggests that continuous developments and capacity building such as training on school leadership and management, workshops on SBM, and increased funding from governments are needed to affect further improvements in school effectiveness with the implementation of SBM.

Research Doctorate - Doctor of Philosophy (PhD) / School-Based Management (SBM) with devolution has become the most prominent feature of public school management systems in most countries around the world. In Indonesia, the Central Government established a Commission of National Education (Komisi Nasional Pendidikan) in February 2001 on the basis of Law 22/1999 by which education was decentralized. The Commission recommended the formation of school councils at the school level to improve quality of national education. The Government then embarked on the formation of school councils in Western Sumatera, Eastern Java, and Bali. On the basis of these trials, the councils were considered strategic in promoting democratic principles in schools, creating higher levels of parental participation in school governance, and improving the quality of national education. For these reasons, in 2002 and 2004, the Government provided a set of guidelines to establish mandatory corporate governing body type school councils in accordance with the Law 22/1999, the Commission and Education Act 20/2003. With the turn of the 21st Century, all Indonesian public schools have implemented SBM. This study was aimed at examining whether improvements in student achievements have been achieved resulting from the implementation of SBM. The research was conducted in 2007 using both quantitative and qualitative methodologies comprising of an empirical survey with the active participation of 504 respondents who were school council members and semi-structured interviews with 42 participants belonging to all categories of representatives of school councils as well as documentary analyses. The research was conducted at 42 primary schools of Ngada District in the island of Flores. Data generated from the two phases of the research demonstrate that there have been school improvements and student achievements resulting from the implementation of SBM. SBM policies and programs have created better teaching/learning environments and student achievements. Further, the research suggests that continuous developments and capacity building such as training on school leadership and management, workshops on SBM, and increased funding from governments are needed to affect further improvements in school effectiveness with the implementation of SBM.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Also available in print.

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 29, 2010). Thesis advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 208-218).

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 132-139).