Date of Award

2002

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

W. Keith Christy, Ed.D.

Abstract

The intent of this study was to explore to what extent school-based management (SBM) was being implemented in one urban middle school and to specifically analyze attitudes and perceptions of participants' beliefs and opinions around issues of power, information, knowledge, and rewards. A qualitative case study approach was used that included interviews with the Campus Leadership Team (CLT) members, observations, and review of relevant school and district documents. Study findings revealed that SBM was intended to be a strategy for ensuring that fundamental changes would take place to support improved student performance. While student academic achievement was the primary focus, participants reported feelings of ownership, empowerment, and satisfaction resulting from the climate that resulted from their participation in the process. CLT members associated SBM with goal setting, school improvement planning, transfer of control from central office to the school, and getting more parents engaged in the schooling of their children. Membership was representative of the school community, and a consensus model was used for most decisions made. The principal's leadership was key to bringing about a collaborative culture at the school. Facilitators for implementation included increased communication among stakeholders, central office support, access to information, professional development, and less bureaucratic interference. Inhibitors for SBM were beliefs about lack of control over curriculum and budget, ever-increasing demands for time, and decisions being overturned at a higher level.

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