Mapping School-Based Management Implementation in Senior High Schools in Ambon City: A Six-Factor Analysis in the Context of Maluku
DOI:
https://doi.org/10.58230/josse.v3i2.813Keywords:
School-Based Management, School Governance, School Leadership, Local Context, MalukuAbstract
School-Based Management (SBM) enables schools to exercise greater autonomy in managing educational programs, resources, services, and stakeholder relationships in accordance with institutional and contextual needs. This study examined the profile of perceived SBM implementation among participating senior high schools in Ambon City using a six-factor framework incorporating the local context of Maluku. A quantitative cross-sectional descriptive survey was conducted involving 97 respondents from 10 public and private senior high schools. Schools were selected purposively, while quota-based recruitment was used to target approximately 10 respondents from each school. Data were collected using a 48-item, four-point Likert questionnaire organized into six empirically derived factors. Internal consistency across the six factors was adequate to very high (Cronbach’s α = 0.797–0.966). Quality-Oriented Leadership and Capacity Development recorded the highest mean score (M = 3.895, SD = 0.238), closely followed by Context-Responsive Adaptive Governance (M = 3.893, SD = 0.219). Collaborative and Contextual Governance showed the relatively lowest mean (M = 3.680, SD = 0.583) and the greatest variability. Item- and school-level profiles further indicated uneven implementation, particularly in community engagement, local-context integration, resource management, student support, and distinctive school programs. The findings suggest that SBM in the participating schools was perceived positively, although implementation profiles varied across governance dimensions. Efforts to strengthen SBM may therefore benefit from sustaining internal leadership and adaptive capacity while enhancing community partnerships and the systematic integration of Maluku’s social, cultural, and geographical characteristics into school programs.
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