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Type 1 diabetes is one of the most common chronic childhood diseases, while type 2 diabetes in children is increasing at alarming rates globally. Against this backdrop, the school is a critical environment for children with diabetes. They continue to face barriers to education that may lead to depression, poor academic performance, and poor quality of life. To address these challenges, diabetes interventions have been implemented in school and the goal was to systematically review these interventions and their outcomes between 2000 and 2013. Fifteen studies were included in the narrative synthesis. Education of school personnel was the main focus before 2006. Studies reported gains in knowledge and perceived confidence of school staff. Since 2006, more comprehensive interventions have been developed to promote better care coordination and create a safe school environment. These studies reported improved diabetes management and quality of life of students. Assessment tools varied and study design included randomized controlled trials, quantitative and qualitative methods. Although many of the studies reported a significant difference in the parameters measured, it was not possible to determine optimal ways to improve the health, quality of life and academic performance of children with diabetes, given the disparity in scope, assessment tools and measured outcomes. Experimental designs, longer follow-up studies, larger sample sizes, and a higher number of participating schools are critical issues to consider in future studies. Most of the research was conducted in North America and further research is needed in other parts of the world.

Although scholars have proposed school climate as a key mediator through which school-based management (SBM) can improve educational outcomes, empirical evidence on the relationship between SBM and school climate improvement is sparse. In this article, we use three waves of Programme for International Student Assessment (PISA) data across 57 countries to examine the association between SBM autonomy and different dimensions of school climate (academic, community, and safety). We find that greater school autonomy is associated with significant improvements in all dimensions of school climate, although the strongest improvements occur in safety. Our results show that these improvements primarily occur when schools are given greater autonomy over students (student assessment, admission, and discipline), whereas giving schools greater autonomy over teachers, budgets, or curricula is not associated with climate improvement. Heterogeneity analysis indicates that increased school autonomy is overall associated with improvement in all three dimensions of school climate in high-income countries but not in low- and middle-income countries. However, the positive association between autonomy over students and school climate is observed in both groups of countries. The results suggest that increased autonomy over students should be prioritized in the sequencing of SBM reforms.

Background/purpose. School-based management (SBM) has gained international attention for the promotion of student learning and educational development. Senegal is one of the initiatives of French-speaking African countries that adopted the move towards promoting SBM at the school level, but lacks substantial evidence of its effectiveness in enhancing educational quality. In addition, there has yet to be a clear consensus on the heterogeneity of SBM on learning achievement. This study aimed to examine the influences of SBM characteristics on learning achievement and investigate the relationship between them and students’ gender status in Senegal primary education.Materials/methods. The study adapted the framework on what matters most in marginalized autonomy and school accountability for better education results. It linked autonomy and accountability, requiring parents and the community to participate in and trust the school. The study applied a multilevel regression model using the cross-sectional dataset of Program d’Analyse des Systemes Educatifs de la Confemen (PASEC) 2019 learning achievements survey.Results. The study revealed that parental and community participation has a positive and statistically significant association with reading scores regardless of student gender. On the other hand, a positive correlation was found regarding information sharing with parents, and a negative correlation concerning school autonomy, but with no significant relationship to reading scores.Conclusion. Participation from parents and the community can improve student learning and mitigate learning gaps in gender status. The findings of this study are expected to provide insight into narrowing the gap in student learning, especially for neighboring countries facing similar issues to Senegal

Since 2001, Indonesian schools have implemented a mandatory school-based management (SBM) policy for better quality education in general and more particularly for better school improvement and student achievements. The major purpose of this paper is to explore the conditions of school improvements resulted from SBM policy and programs. In view of the fact that there have limited previous studies to make a valid claim on SBM results for better school environment and student achievements, an empirical survey was conducted in both primary and junior high schools of Denpasar district municipality in Bali, Indonesia. In addition to the survey, qualitative research with focus group discussions and in-depth personal interviews were conducted with the active participation of 43 key school stakeholders, including principals, council members, teachers who experienced in operating school councils, and education department authorities. Results of both quantitative and qualitative data analyses affirm that devolving authority to school level decision-makers has resulted in increased participation and commitment, which led to improved teaching–learning environment. This study suggests the significance of sustainable empowerment on the part of school councils as well as leadership in-service training to school principals for an effective implementation of SBM policy and practices in developing countries.

Research-based strategies for turning around low-performing schools!This valuable text combines the latest research with a national study of diverse schools that dramatically increased student achievement by implementing key strategies and reallocating resources.

Teachers are the key to the success of the learning process, so teacher perceptions are fundamental in supporting educational goals. This study aims to evaluate the impact of teachers’ personal and professional resources in elementary education on school-based human resource management. This research method is a cross-sectional study involving 474 elementary school teachers in Magetan Regency, East Java, Indonesia. The collected data was structured by PLS Structural Equation Modeling and analyzed by SmartPLS version 3.0 application. The study results found that all aspects of teachers’ personal resources (years of service, teachers’ online learning perception, and positive mental health) affect school-based management. Meanwhile, aspects of teacher certification status and literacy learning implementation affect school-based human resource management for teachers’ professional resources. Interestingly, the status of teachers, whether public or contracted, does not affect school-based management. This study benefits the government in formulating education policies, especially in implementing the teacher certification program and improving the competence of teachers and school principals. Further research is needed on strategies to improve the quality of school-based management especially in human resource. Plain language summary Teachers are an essential component that must be considered in an educational institution. Through this research, we are curious about what components can influence school-based management, especially from the teacher aspect. We surveyed 476 teachers at the elementary school level in Indonesia, and the data was then analyzed. This research found that the length of time a teacher works does not affect school-based management, nor does the teacher’s perception of online learning and mental health. This means that even though the school is filled with new or old teachers, its management is acceptable. On the other hand, teachers who have received teacher certification allowances have an impact on their professionalism. Therefore, providing certification allowances to professional teachers is crucial to improve the school-based management system. Unexpected findings regarding teacher status, whether private or civil servant, apparently have no effect on school-based management.

Purpose: The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach: Using the qualitative method, 20 semi-structured interviews were conducted with school principals from one district in Israel. Thematic analysis was used in order to identify themes in the interviews that enable creating codes for the characteristics of authority and responsibility and for the principals' strategies. Findings: Gaps were found between authority and responsibility, with particularly low levels of authority alongside high levels of responsibility. Coupled with the demand for accountability, those gaps led principals to adopt three strategies--active, partly active, and passive--to help reduce the tension resulting from them. The SBM definition has links to the specific strategy that principals used. Originality/value: The results indicate the importance of clear definitions of authority and responsibility in principals' work. The current study deepens the understanding of the gaps between these concepts as key for understanding accountability at decentralized schools; tensions that principals cope with as a result of those gaps; and the strategies that enable principals to ease the tension for the benefit of all those involved in the principals' work.

Purpose: The purpose of this paper is to explore how principals' leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach: The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings: First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools' future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal's capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value: While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools' student academic achievement.

Purpose – The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning. Design/methodology/approach – Based on a review of international studies and the findings of the Programme for International Student Assessment (PISA) and the Teaching and Learning International Study (TALIS), the conceptual limitations of and gaps in traditional research on school autonomy in relation to leadership and learning are discussed, and their implications for the development of a new framework are outlined. Findings – The conceptual limitations of traditional research on school autonomy are as follows: internal school autonomy is insufficiently differentiated; too little attention is paid to cultural autonomy and internal structural autonomy at individual and group levels; autonomy is measured only as perceived by principals, with no attention to the perspectives of other key stakeholders; and conceptual links between school autonomy and learning outcomes are missing, leading to inconsistent findings on the effects of school autonomy on student learning. To redress these limitations, a new framework for research is developed. School autonomy is reconceptualised as a combination of functional autonomy, structural autonomy and cultural autonomy. Leadership is also reconceptualised by categorising three types of leadership activity: leadership for functional initiatives, leadership for structural initiatives and leadership for cultural initiatives. This categorisation may help to strengthen conceptions of the relevance of leadership to autonomy and performance in future research. Research limitations/implications – A typology of research strategies is developed to broaden the possibilities for implementing the reconceptualisation framework. A single-component strategy, a two-component strategy, an interaction strategy and a holistic case-study strategy are presented. Depending on the research purposes and the available resources, one or a combination of these strategies can be used to conceptualise the study of school autonomy, leadership and performance. Originality/value – The new ideas and perspectives associated with the reconceptualisation framework will contribute to future research in this area on an international scale. Future PISA, TALIS and similar studies will also benefit from this reconceptualisation.

Local Management of Schools (LMS) has increasingly become a topic of concern for schools, and head teachers and managers in particular. Containing international data from over 800 schools, the authors examine the overall impact of LMS.