Abstract
A major challenge facing reformers who are demanding high levels of performance from the educational system is to enable schools to make changes in the way they deliver services to create high performance. This article examines the utility of school-based management (SBM) as a means for generating school improvement and applies a model of high involvement management, developed in the private sector, to determine what makes SBM work and under what conditions. The analysis illustrates the importance of expanding the definition of SBM to include aspects of organizational redesign, beyond the traditional boundaries of shared power, in order to create the capacity within schools to develop high performance.
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