Purpose of the study: This research mainly focuses on identifying and analyzing policies, attitudes, and constraints made by the bureaucrats of education and other school stakeholders about the existence of school-based management (henceforth called SBM), and further it examines the obstacles encountered in implementing school-based management.
 Methodology: The research used is descriptive analysis. In assessing data, this study used two types of measurements, namely, questionnaires and interviews. The questionnaire was used to explore the attitude of the stakeholders toward the existence of SBM. A total of 520 respondents have distributed the questionnaires which contained 60 items of each of these categories: instructional competence (10), professional competence (10), financial competence (10), and leadership issue (30). Furthermore, in the interview section, all four respondents are from each representative of four districts; Banda Aceh, Aceh Besar, Sigli, and Lhokseumawe. The framework of interview guidelines was then adapted from Daresh, et al. (2010) and the interview is eventually to grasp the respondents’ views on the obstacles and constraints on the implementation of SBM.
 Main Findings: The results of this study reveal that there were no written policies drawn up at the provincial and district level of the ministry of education about the implementation of SBM. Most stakeholders more than 50% tended to view the existence of SBM as positive. Although SBM has never been formally implemented in schools, some schools have started implementing some of the SBM concepts.
 Applications of this study: The researchers found that there are a variety of obstacles faced during the implementation, including decentralization, authority, decision-making, knowledge of management practices, roles and responsibilities, compensation, finance, leadership, and community care.
 Novelty/Originality of this study: To date, there is a limited amount of studies with their main focus on school-based management in Indonesia. Based on the written policies of school-based management is considered one of the vital elements to reach a good education. Besides, schools must have SBM due to it is regarded as the guideline to examine whether the bureaucrats of education and school stakeholders have already implemented the regulation to run the education accordingly.
INTRODUCTION:Education has an important role in advancing the quality of Human Resources (HR) in Indonesia. Correspondingly, the government has established the National Education vision namely to realize the educational system as a social institution that is strong and authoritative to empower Indonesian, to develop into a human quality until capable and proactive to answer the changing times challenges. National Education Standards contain educational component minimum criteria that allows all levels and educational to develop the maximum education according to the program characteristics and peculiarities. National standard education is set as minimum as possible to give freedom for each unit of education in developing quality services' educational in accordance with the department and expertise in the university autonomy framework. (Source: Ministry of National Education Strategic Plan 2010-2014).As conceptually, School-Based Management will bring the changes to increase the schools' performance in improving the quality and efficiency of the financial management, equally opportunities and political objectives (democracy) achievement of a nation through the decentralization policy in many aspects of political, educational, administrative, and budgetary education financing. In addition, School-Based Management will improve the learning quality and education operational efficiency, as well as political purposes, especially democracy in schools.Leadership is a process to influence people to do in certain goals the fulfillment in temporary (Sheikh, 2001) describes that leader as one who motivates a group to accomplish a task and to maintain the team unity throughout the process.Transparent participatory leadership by principals was executed by establishing cooperation among teachers; they should improve the education quality, especially in the estuary in quality graduation. More fulfillment of economic principles, transparency, and accountability run well and then leaders, teachers, employees and others interested parties where has stronger commitment of the school to run quality improvement school program, Jalaluddin (2014).LITERATURE:School-Based Management:Education is a training process and a knowledge development, skills, thinking's and character. understanding of education refers to a concept which illustrates that education has properties and targets are human (Sagala, 2007: 1). An effort the education autonomy, one of them can be done through initiatives community and involvement community. At the moment, where decisions relating to the education management were taken and relies on the school and community. This is according to a new paradigm in the schools management through the School -Based Management (SBM).School-based management (SBM) can be interpreted as a model of autonomy (authority and responsibility are greater to school), giving flexibility to school, encouraging to participate as directly from the school community (teachers, students, principals, employees) and society (parents, leaders community, scientists, entrepreneurs) and improving the schools quality based on national education policy and legislation. MBS is a education reform form in principle, schools obtained liability (responsibility), authority (authority) and high accountability in improving the performance for each stakeholder (Zainuddin, 2008: 125).Improving of school performance is an opening system to achieve a goal, which i s superior, will success if schools would empower to recognize the change and has the power in the maximization of resources. Thus, the school is expected to be able to increase capacity in the students' service.Through MBS, schools can be effectively developing as independently, because the school is given the authority and greater responsibility (autonomy) to manage the its resources potential, both human resources, and other resources (money, equipment and time). …