Examination of School-Based Management in Indonesia

Abstract

This paper examines how autonomy and accountability under School-Based Management (SBM) are implemented in Indonesia at the national level and how they are associated with intermediary and student outcomes. The results of the study suggest that although schools perceived that they had autonomy to make independent decisions; they were limited in the extent to which they were able to make independent and significant instructional and operational changes in their schools. The study also found that the transparency of information and accountability by the districts, parents and the local community were minimal. Factors such as principal and teacher leadership and preparedness were associated with levels of autonomy and accountability. There were also regional differences in implementation. The impact of school autonomy and accountability on achievement was weak due to levels of implementation.