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Decentralization and Shared Decision-making in Selected School in Al-batinah Governorate, Oman.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ghan, Ahmed Abdullah Ali Al-Ghefeili Muhammad Faizal A. |
| Copyright Year | 2013 |
| Abstract | School based management (SBM) in public school is a management tool to decentralize the authorities from center to the local school. The purpose of this study was to investigate and analyze the implementation of school based management system and how the principal’s play their role in decision making within this system In AlBatinah Governorate, Oman. The research question was what are the school community views regarding the implementation of school based management? This study employed the qualitative approach, using multiplecase study in which data were collected through interviews, observation and documents analysis. The participants in this study were principals, assistant principals, senior teachers, and teachers. Validity and reliability of the study were ascertained through triangulation, onsite engagement, member checks, peer examination and audit trail. Throughout the analysis of data, constant comparative technique was used to investigate within-case and cross case patterns. Data revealed that participants expressed divergent views concerning the SBM system in Oman. They considered the SBM system is a complex and multifaceted concept comprising many elements. These elements can be interpreted differently, have different emphasis and serve different purpose. This research concluded in a model that may assist the decision makers in the Ministry of Education by providing a new perspective about the implementation of SBM system. The recommended model contributes a new perspective for the implementation of SBM system by suggesting some recommendations for at the Ministry of Education, General Directorate, and schools. INTORDUCTION Public education worldwide has encountered different trends where the school management emphasis shifts along a continuum of centralization and decentralization. In this context, Gamage (2008) stated that one of the most significant reforms in the current restructuring of school systems has been the devolution of decision making authority to school level through a move towards school based management (SBM). Since the mid-1970s, the new concept of educational decentralization to Governatoral levels with devolution of power and authority to school level and community participation in school governance has been emerging as a new culture in education systems (Gamage, 2008). Developed countries have implemented this technique in managing school budgeting, curriculum, and personnel decisions. Bandur (2008) asserted that SBM has become the most prominent feature of the public school management system in most countries around the world. Governments around the world differ in the application of HOPE Journal of Research (House of Pakistani Educationists) Vol. 1, Issue 2, June 2013, ISSN: 2307-7034 E www.hopejor.tk 76 SBM, while the programs lie along a continuum in terms of the degree to which decision-making is devolved to the local level; some devolve only a single area of autonomy, whereas others go further and devolve the power to hire and fire teachers and authority over substantial resources. In the meantime, decision making through SBM was a recurrent theme in the literature as a part of the renewed focus on school administration (Nielsen, 2007). Undoubtedly, SBM is more successful when schools use their decision making authority to recruit and select staff who support and agree with the school’s vision (Odden, & Busch, 1998). It is clear that SBM has created opportunities for school administration achieve autonomy, flexibility, participation, and accountability. According to the World Bank (2007) SBM reforms around the world are inevitably different from each other. Adolphine (2008) indicated that the leaders who participated in community school control experiments lacked real understanding of what community control involves as an operational concept, insufficient knowledge about principal role, limited teamwork and lack of problem solving skills has been identified as SBM implementation problems. Furthermore, Duke (2005) asserted there is no consensus on how successful principals manage their schools, or on how principals facilitate teacher participation. Teachers also need to play an active role in developing and operating decisions in teams at school level. Previous studies on SBM implementation have largely focused on staffing and financial problems, and upon the school council as a decentralized institution. (Kim, 2005). The rhetoric of the literature suggests that under SBM, the school community has the opportunity for many more decisions that affect them than they held previously. Research to date indicates that this has occurred to some extent in some schools, but points to the whole area requiring further examination (Cranston, 2000). Moreover, Barrera, (2009), Kim (2005), and Nielsen (2007) asserted that the discussion of SBM is necessary, because little is known about whether these particular policy options actually alter the nature of decision making practices at the school level. Moreover, because of the dearth of widespread evidence on the impact and effectiveness of SBM in practice, we still have a number of questions that must go unanswered until more evidence is available (World Bank, 2007). Another element that will need more analysis as the study of SBM reforms evolves over time are political economy issues, such as the roles played by teachers' unions and political elites, and issues of governance (World Bank, 2007). Furthermore, the extent to which a shared vision is a key element of different types of SBM reforms is an important future research issue (World Bank, 2007). In addition, school community might encounter more work, less efficiency, uneven school performance, an increased need for staff development, confusion about new roles and responsibilities, and coordination difficulties (Adolphine, 2008). In the Omani context, Ministry of Education has taken care to develop a new school administration structure and adopted various administrative projects such as the project of diploma in school administration and school performance evaluation project. These projects aimed at implementing greater decentralization of school administration, thus encouraging school principal autonomy for enhanced roles in school administration (Ministry of Education, 2004). Moreover, Ministry of Education launched the project of SBM with certain responsibilities devolved to pilot schools (two in each Governorate) (Ministry of Education, 2006). Ministry of Education considered the implementation of SBM system in Oman as a starting point to improve the quality of national education, student achievement, and HOPE Journal of Research (House of Pakistani Educationists) Vol. 1, Issue 2, June 2013, ISSN: 2307-7034 E www.hopejor.tk 77 principals’ role in decision making (Al-Ghafri, 2008; Ministry of Education, 2006). Initial examination of previous studies has indicated an existing lack of research in the implementation of SBM in Oman. However, some related studies show the need for conducting research in the implementation of the SBM system. Al-Shehi (2003) proposed some procedures, the most prominent of which are: amending the organizational regulations of general education in a way that enables principals to play a more substantial role in the process of educational decision making at the school level. Furthermore, Al-Ghafri (2008) indicated a medium application degree of school self administration system on all study domains. The purpose of this study is to investigate in detail the school community concepts, beliefs, experiences, and suggestions that will help to improve the implementation of the system in order to develop their understanding regarding SBM system. Furthermore, it became necessary to investigate SBM implementation to find out whether devolution of power and authority to school level has resulted in school improvements and student achievement. Finally, examination of the implementation of SBM system will add to the existing body of knowledge on better practices that can be used to improve school performance in Oman. Research Questions This study aims to explore qualitatively the following specific research question. 1. What are the school communities’ view and understanding about the SBM system? LITERATURE REVIEW School-Based Management (SBM): An Overview School based management system (SBM) is a broad term. However, the idea of SBM is known by many different names surfacing across the globe including decentralization management, site or school based management, and independent school (Moore, 2009). The aim of many of these initiatives is to promote innovation, allow schools to be more responsive to parents’ wishes, provide students with expanded educational opportunities, and encourage more effective and efficient use of school resources (Briggs & Wohlstetter, 1999). Furthermore, SBM system is a popular strategy that came out of the school reform movement, defined as the devolution of decisionmaking authority to the school site (Oswald, 1995). Consequently, SBM is considered as a structure used to transfer relational power to schools, to be an ideal strategy for countering bureaucratic obstacles (Adolphine, 2008). According to Hanson (1990), Mohrman and Wohlstetter (1994), and Czubaj (1999), in SBM, central administration shifts decision making authority and responsibility to the school level with a view to improving educational practices. Several studies (e.g. Caldwell, 2005; Leithwood & Menzies, 1998; Lewis, 2006; Malen et al., 1990) viewed SBM conceptually as a formal alternation of governance structure, as a form of decentralization that identifies the individual school as the primary unit of improvement and relies on the redistribution of decision making authority as the primary means for stimulating and sustaining improvement. SBM also refers to a reform movement that allows schools more autonomy in making decisions about managing their use of human, material, |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://umexpert.um.edu.my/file/publication/00007485_94742.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
