School Based Management (SBM) is a model of instructional leadership which sets out clear guidelines for decentralised school administration and is successfully introduced in several countries (Dr. Pushpanadham 2006 p.41).
Decentralised educational planning requires organised participation to substantiate the efforts of educational reforms. Past entities that functioned towards decentralised education such as Parents Teachers Association, Village Planning Committees and School Development Committees did not have an organised plan or statutory recognition that clearly pointer out powers and responsibilities.
Community participation is considered as the central facilitating criteria to ensure quality education that is par with the principal’s initiative, professionalism of teachers, organisational flexibility, teacher collegiality, accountability and pedagogical flexibility.
Similarly the cycle of disempowerment prevalent in marginal communities can be broken only if there is a criteria for evaluating and monitoring school performance that includes accountability to local administration in the region.
Research indicates that effective decentralisation of management depends on an effective leadership. In school management an effective principal must offer leadership in promulgating change in school policies and programs. An effective leader can successfully resolve disciplinary issues and advice and direct teachers to abide by policies that can create a positive impact on the performance of the school and institutional climate. There is also a positive correlation between teacher’s job satisfaction and school climate.
School Based Model encourages principals, students, teachers and parents to exhibit more control over the educational policies by offering the responsibility to decide about the personnel, budget