[On the whole this is an area where more assistance from MBE could be beneficial.] Management good practices could be divided into three areas. Generic management practices included implementing open management, defined as being transparent and open by providing access to whoever wanted to know about "the school's financial management", "students' learning progress", and "students' learning strengths and weaknesses". Transparency in making and implementing the school annual development program (RAPBS), involving teachers, school committee, parents, and the community, and in fact being able to make, implement and evaluate that program.

        Specific good practices for internal management of the school included creating and managing a positive/ good learning atmosphere - "a good condition for studying and teaching". Or in other words, "making a conducive environment for the teaching staff to work in and give them motivation". Some of the more forward looking school principals mentioned such practices as giving "freedom for creativity to teachers", "allowing them to manage their class based on their own creativity", "trusting teachers." Others were more pragmatic: "explain details of the school's programs clearly so that the teachers can carry them out"; "increase teachers' welfare"; "set a good example to staff and children", a good role model".

        The third element of the school principals management role related to external relations with school committee and the community. The good practices mentioned all stressed this point. "Have a good relationship with School committee and community; "increase collaboration between the school and the community, village officials, community leaders"; and "creating good relationship between the school and the parents/school committee for instance by expressing condolences" - the human side of the school principal and the school.

        A word of caution is necessary here, as how far school principals can and do actually implement these identified good practices remains to be seen. Nevertheless, recognizing them is a necessary and encouraging first step to incorporating them into their daily behaviour.

Assessment of behaviour by various respondents

        One part of the study requested an assessment by three groups of respondents (school principals, senior and junior teachers) on the behaviours exhibited by the school principal, teachers and pupils since the implementation of SBM and PAKEM in the 5 original MBE districts . Behaviours surveyed for the respective groups were those targeted by SBM and PAKEM training. Selected findings are given in Table 1.1 below.

Table 1.1: Assessment of own and others' behaviour, since SBM and PAKEM training
Selected behaviours (%) n=32

Behaviour of the school principal

        There was general agreement between the three groups of respondents on the behaviour displayed by school principal and most of the percentages were high, in the 90s or 100%. These covered such behaviours as: increased confidence in role as school principal, listening to others' ideas and suggestions, supporting and encouraging PAKEM methodology. The most striking difference was for school principals sitting in and observing classes. While all school principals (100%) reported that they did this, just over 50% of their teachers agreed. This disparity may possibly be attributed to differences in expectations of what a visit to the classroom means for each group.

        Teachers expect the school principal to sit in class longer while school principals feel that a briefer visit is sufficient to support the teacher and monitor activities. Classroom visits are an important means for the school principal to show the class that their teacher's efforts are correct, supported by the school principal and appreciated. They are also the key means for the school principal to fulfil the role of instructional leader, during this time, motivating but also evaluating the teacher. This discrepancy needs exploring further during MBE performance monitoring.

        School principals may need further input and support on the reasons for and how to do this. Perhaps completing an observation sheet, of either the closed or open-ended type, would force them to sit down for a specified length of time to observe and record teaching leaning processes, to reflect on what they saw and provide feedback to the teacher. The school principal is the fore-most supervisor in the school and it is this role which is not only central to improving quality in teaching learning but also the one which gains them the most respect from their teachers.

        As a leader of school based management, school principals rated high in the several behaviours concerning the annual school development plan and budget (RAPBS), such as involving others in its production, and basing it on the needs and problems of the school. However, only half of school principals felt able at present, to delegate responsibility for RAPBS activities to others. Almost 20% more senior teachers (59%) than junior ones (41%) felt that their school principal delegated such responsibility. Junior teachers would clearly like to become more involved in RAPBS activities. Meanwhile, school principals understandably feel more confident delegating to their more senior rather than to junior teachers because of their experience. Finally, all three groups were in rough agreement that school principals were both more confident in their role as school principal and were becoming better managers. The latter is heartening as management skills are generally considered to be quite low in Indonesia.

⁴ Banyuwangi, Batang, Pacitan, Pati and Probolinggo

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