School-based management as a factor in school effectiveness

Advocates of a policy of greater autonomy for schools in the public education system argue that such a policy makes for more effective schools. This article, based on a study carried out in Israel, examines how important the autonomy factor is in influencing school effectiveness as measured by such criteria as teachers' sense of motivation and commitment to the school. While welcoming the trend towards greater autonomy for schools, the author argues that further research is needed before we can formulate any theory concerning the relationship between school autonomy and school effectiveness.